This article posits the need for literacy research on teachers’ and students’ use of systems thinking for studying climate change. Drawing on sociocultural activity theory of learning, it perceives the need for engaging in systems thinking given the negative impacts of energy, transportation and community design, agriculture and food production, and economics and politics systems themselves on ecosystems—for example, the negative effects of fossil fuel energy systems on emissions production. Researchers could analyze teachers’ and/or students’ use of the following components derived from activity theory for analyzing these systems: objects and outcomes, roles, tools, rules and norms, and beliefs and discourses. For example, teachers and students may employ language for naming phenomena about climate change, responding to literature, engaging in media production, or using emissions mapping tools to critique status-quo systems and use those tools to portray ways of transforming those systems. They may also engage in critical inquiry of rules and norms or beliefs and discourses derived from capitalist economic systems that promote excessive consumption with detrimental environmental impacts and attempts in the political system to resist instruction on climate change.
{"title":"Literacy Research, Systems Thinking, and Climate Change","authors":"Richard Beach","doi":"10.58680/rte202332613","DOIUrl":"https://doi.org/10.58680/rte202332613","url":null,"abstract":"This article posits the need for literacy research on teachers’ and students’ use of systems thinking for studying climate change. Drawing on sociocultural activity theory of learning, it perceives the need for engaging in systems thinking given the negative impacts of energy, transportation and community design, agriculture and food production, and economics and politics systems themselves on ecosystems—for example, the negative effects of fossil fuel energy systems on emissions production. Researchers could analyze teachers’ and/or students’ use of the following components derived from activity theory for analyzing these systems: objects and outcomes, roles, tools, rules and norms, and beliefs and discourses. For example, teachers and students may employ language for naming phenomena about climate change, responding to literature, engaging in media production, or using emissions mapping tools to critique status-quo systems and use those tools to portray ways of transforming those systems. They may also engage in critical inquiry of rules and norms or beliefs and discourses derived from capitalist economic systems that promote excessive consumption with detrimental environmental impacts and attempts in the political system to resist instruction on climate change.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Preview this article: Editors’ Introduction: Pursuing the Midwifery Properties of Editing Research in the Teaching of English, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/58/1/researchintheteachingofenglish32607-1.gif
{"title":"Editors’ Introduction: Pursuing the Midwifery Properties of Editing Research in the Teaching of English","authors":"Mollie Blackburn, David Bloome, Dorian Harrison, Michiko Hikida, Laurie Katz, Stephanie Power-Carter","doi":"10.58680/rte202332607","DOIUrl":"https://doi.org/10.58680/rte202332607","url":null,"abstract":"Preview this article: Editors’ Introduction: Pursuing the Midwifery Properties of Editing Research in the Teaching of English, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/58/1/researchintheteachingofenglish32607-1.gif","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The field of children’s literature has been adversely affected by the current alarming resurgence of book banning across the United States. Book banning has become the grandstanding stage for individuals on different political platforms to institute their desire to silence issues and people; most of these banned books share experiences that differ from mainstream white society. In their zest to muzzle others and create a dogmatic uniformity to a majority white mainstream, some parents and their political allies have targeted books they deem inappropriate, books that celebrate the kaleidoscope of races, cultures, and mores that make up the US. This essay examines the current wave of banning children’s books and the reasoning behind this trend. I argue that this trend of reader suppression seeks to silence minoritized voices and prevent critical conversations. Finally, I make a call to action for educators to share diverse stories so young readers, especially Black and Brown children, can see representations of themselves in books and other media.
{"title":"But These Are Our Stories! Critical Conversations about Bans on Diverse Literature","authors":"Ruth McKoy Lowery","doi":"10.58680/rte202332609","DOIUrl":"https://doi.org/10.58680/rte202332609","url":null,"abstract":"The field of children’s literature has been adversely affected by the current alarming resurgence of book banning across the United States. Book banning has become the grandstanding stage for individuals on different political platforms to institute their desire to silence issues and people; most of these banned books share experiences that differ from mainstream white society. In their zest to muzzle others and create a dogmatic uniformity to a majority white mainstream, some parents and their political allies have targeted books they deem inappropriate, books that celebrate the kaleidoscope of races, cultures, and mores that make up the US. This essay examines the current wave of banning children’s books and the reasoning behind this trend. I argue that this trend of reader suppression seeks to silence minoritized voices and prevent critical conversations. Finally, I make a call to action for educators to share diverse stories so young readers, especially Black and Brown children, can see representations of themselves in books and other media.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Socio-cultural and practice-based approaches to literacy, associated with the (New) Literacy Studies, having emerged in the 1980s, nowadays are an established research field. Based on in-depth research, in many contexts and countries, the (New) Literacy Studies has much to offer to teachers and policymakers. And yet this impressive body of work has had little impact on policy. Taking as my example England, I ask what research has shaped policy in the past 30 years and why socio-cultural and practice-based studies have been ignored. Thus, I address the question of where the field has been and where it should go to from the point of view of its relationship with policy. My focus is on the initial teaching of literacy in primary (elementary) schools. I discuss three factors which I believe contribute to our struggles to influence policy: the policy environment itself and how it has changed; the wider economy of literacy research and what knowledge counts in the interface between research and policy; and, finally, the role of the media and public discourse in the relationship between research and policy. I end with questions about what we may have missed and where the field might want to go.
{"title":"Literacy Research and Its Relationship with Policy: What and Who Informs Policy and Why Is Some Research Ignored?","authors":"Uta Papen","doi":"10.58680/rte202332611","DOIUrl":"https://doi.org/10.58680/rte202332611","url":null,"abstract":"Socio-cultural and practice-based approaches to literacy, associated with the (New) Literacy Studies, having emerged in the 1980s, nowadays are an established research field. Based on in-depth research, in many contexts and countries, the (New) Literacy Studies has much to offer to teachers and policymakers. And yet this impressive body of work has had little impact on policy. Taking as my example England, I ask what research has shaped policy in the past 30 years and why socio-cultural and practice-based studies have been ignored. Thus, I address the question of where the field has been and where it should go to from the point of view of its relationship with policy. My focus is on the initial teaching of literacy in primary (elementary) schools. I discuss three factors which I believe contribute to our struggles to influence policy: the policy environment itself and how it has changed; the wider economy of literacy research and what knowledge counts in the interface between research and policy; and, finally, the role of the media and public discourse in the relationship between research and policy. I end with questions about what we may have missed and where the field might want to go.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses early literacy instruction in China, including the impact of biliteracy education on Chinese society. This presentation is based on interviews with over two dozen scholars of Chinese literacy instruction, as well as primary early grades language arts classroom teachers from four different regions across China. The purpose of this examination of literacy education in China is to open our views of literacy instruction beyond US borders, especially in those countries with different language/literacy systems. Because of the rapid increase of emergent bilingual students in our schools, we need to gain a better understanding of literacy and biliteracy education in the countries where those students grew up. On the one hand, this insight can help us realize the literacy practices that emergent bilingual students may bring to their learning in our classrooms and the importance of biliteracy as a requisite for our education. On the other hand, this understanding will urge us, both researchers and educators, to reexamine our beliefs and scholarship in reading or literacy education, and open our vision to the plurality of languages, multiple literacies, and diverse methods of literacy instruction beyond our land.
{"title":"Opening Up Research on the Teaching of Reading by Looking beyond US Borders: What We Might Learn from Early Literacy Instruction in China","authors":"Danling Fu, Xiaodi Zhou","doi":"10.58680/rte202332610","DOIUrl":"https://doi.org/10.58680/rte202332610","url":null,"abstract":"This article discusses early literacy instruction in China, including the impact of biliteracy education on Chinese society. This presentation is based on interviews with over two dozen scholars of Chinese literacy instruction, as well as primary early grades language arts classroom teachers from four different regions across China. The purpose of this examination of literacy education in China is to open our views of literacy instruction beyond US borders, especially in those countries with different language/literacy systems. Because of the rapid increase of emergent bilingual students in our schools, we need to gain a better understanding of literacy and biliteracy education in the countries where those students grew up. On the one hand, this insight can help us realize the literacy practices that emergent bilingual students may bring to their learning in our classrooms and the importance of biliteracy as a requisite for our education. On the other hand, this understanding will urge us, both researchers and educators, to reexamine our beliefs and scholarship in reading or literacy education, and open our vision to the plurality of languages, multiple literacies, and diverse methods of literacy instruction beyond our land.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the midst of multiple ongoing local and global crises, and persistently polarizing discourses about what should and should not be taught in classrooms and schools, we can draw inspiration and hope from thinking across boundaries to reimagine curriculum in English and literacies education. While curriculum has historically contributed to the gatekeeping and sorting of youth as well as perpetuating the status quo, it has also been transformative, expanding possibilities in how we think and express ourselves. In this essay, I examine how English language arts curricula have been and are currently defined, invoked, or imagined, highlighting how innovative research and practice across multiple sociopolitical and disciplinary boundaries can transform how curriculum is enacted and experienced. Drawing from assemblage theories, I present a curriculum-as-assemblage stance that renders visible the interrelatedness of such social, political, and socioeconomic discourses with the knowledges, identities, and literacies that are constructed and negotiated in the broader context of schooling. To illustrate what such a conceptualization can offer, I describe a practice approach to thinking about curriculum as it is enacted, experienced, and rhizomatically connected to the multiple identities and narratives of students and teachers. I argue that an interdisciplinary and transgressive stance toward English and literacies education can foster creative, inclusive, expansive, humanizing, justice-oriented, and joyful thinking forward about our field.
{"title":"Curriculum-as-Assemblage: Transgressive (Re)Imaginings in English and Literacies","authors":"Limarys Caraballo","doi":"10.58680/rte202332612","DOIUrl":"https://doi.org/10.58680/rte202332612","url":null,"abstract":"In the midst of multiple ongoing local and global crises, and persistently polarizing discourses about what should and should not be taught in classrooms and schools, we can draw inspiration and hope from thinking across boundaries to reimagine curriculum in English and literacies education. While curriculum has historically contributed to the gatekeeping and sorting of youth as well as perpetuating the status quo, it has also been transformative, expanding possibilities in how we think and express ourselves. In this essay, I examine how English language arts curricula have been and are currently defined, invoked, or imagined, highlighting how innovative research and practice across multiple sociopolitical and disciplinary boundaries can transform how curriculum is enacted and experienced. Drawing from assemblage theories, I present a curriculum-as-assemblage stance that renders visible the interrelatedness of such social, political, and socioeconomic discourses with the knowledges, identities, and literacies that are constructed and negotiated in the broader context of schooling. To illustrate what such a conceptualization can offer, I describe a practice approach to thinking about curriculum as it is enacted, experienced, and rhizomatically connected to the multiple identities and narratives of students and teachers. I argue that an interdisciplinary and transgressive stance toward English and literacies education can foster creative, inclusive, expansive, humanizing, justice-oriented, and joyful thinking forward about our field.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I offer a meditation on current challenges faced by literacy educators and researchers and uses those challenges to suggest new directions for the field. Citing the precipitous decline in interest in the humanities and the field of literacy education, I consider the significance of tools such as ChatGPT for the teaching of writing. I explore the significance of out-of-school literacies and the linguistic diversity of today’s students in terms of their implications for literacy instruction. I also remind us of the chilling political climate in which we find ourselves, especially with regard to LGBTQ+ identities. Given these contemporary challenges, I suggest that we in the field of literacy education rethink the nature of writing instruction, restructure our research paradigm to be more inclusive and democratic, and continue to be forceful political advocates for pedagogies, practices, and policies that will ensure a just and equitable literacy education for all.
{"title":"A Brave New World Requires Courage: New Directions for Literacy Research and Teaching","authors":"Deborah Appleman","doi":"10.58680/rte202332608","DOIUrl":"https://doi.org/10.58680/rte202332608","url":null,"abstract":"I offer a meditation on current challenges faced by literacy educators and researchers and uses those challenges to suggest new directions for the field. Citing the precipitous decline in interest in the humanities and the field of literacy education, I consider the significance of tools such as ChatGPT for the teaching of writing. I explore the significance of out-of-school literacies and the linguistic diversity of today’s students in terms of their implications for literacy instruction. I also remind us of the chilling political climate in which we find ourselves, especially with regard to LGBTQ+ identities. Given these contemporary challenges, I suggest that we in the field of literacy education rethink the nature of writing instruction, restructure our research paradigm to be more inclusive and democratic, and continue to be forceful political advocates for pedagogies, practices, and policies that will ensure a just and equitable literacy education for all.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Author Index to Volume 57 (2022–2023)","authors":"","doi":"10.58680/rte202332475","DOIUrl":"https://doi.org/10.58680/rte202332475","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48511496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Brochin, Danielle Filipiak, Betina Hsieh, D. Kirkland, Tiffany M. Nyachae
For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities should be emphasized? We invited them to think together, to imagine what might be possible or necessary in a world that is on fire. In giving these scholars the “last word” of our editorial term, we are hoping that this effort toward intergenerational, collaborative knowledge building can be one of the seeds of hope that will help us grow toward a better future.
在我们编辑期的最后一期“对话”中，我们想邀请一些文学研究领域的杰出声音，一起思考文学研究中批判性研究的未来。我们询问了Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland和Carol Brochin他们认为将推动这一领域的发展:未来的扫盲研究和英语教育应该是什么样子，包括应该强调哪些共同的优先事项?我们邀请他们一起思考，想象在一个着火的世界里什么是可能的或必要的。在给这些学者最后一句话时，我们希望这种跨代合作知识建设的努力可以成为希望的种子之一，帮助我们走向更美好的未来。
{"title":"In Dialogue: The Future of Critical Studies in Literacy Research","authors":"C. Brochin, Danielle Filipiak, Betina Hsieh, D. Kirkland, Tiffany M. Nyachae","doi":"10.58680/rte202332474","DOIUrl":"https://doi.org/10.58680/rte202332474","url":null,"abstract":"For the final In Dialogue of our editorial term, we wanted to invite some luminary voices in literacy studies to think together about the future of critical studies in literacy research. We asked Betina Hsieh, Danielle Filipiak, Tiffany Nyachae, David Kirkland, and Carol Brochin what they thought would push the field forward: What would or should literacy studies and English education look like in the future, including what collective priorities should be emphasized? We invited them to think together, to imagine what might be possible or necessary in a world that is on fire. In giving these scholars the “last word” of our editorial term, we are hoping that this effort toward intergenerational, collaborative knowledge building can be one of the seeds of hope that will help us grow toward a better future.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42775625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, I draw upon ethnographic methods to explore three multilingual international students’ first-semester linguistic functioning in their college writing classrooms and beyond. Through the lens of superdiversity (), I investigate participants’ experiences beyond their shared membership as Chinese international students and unpack within-group variabilities in relation to their language and literacy backgrounds. The findings indicate that multilingual international students’ varying high school experiences are likely to position them at different acculturative stages for overseas studies; it is crucial to understand their superdiversity beyond the traditional paradigms of supporting “ELLs.” The findings illustrate that superdiversity plays an important role in complicating our understandings of multilingualism and multilingual student support in American higher education. I argue that recognizing and understanding superdiversity is important for both multilingual international students and their teachers. All college educators across the disciplines must go beyond simply acknowledging the existence of superdiversity. Instead, they must explicitly teach it to combat the zero point of English (). This article outlines hands-on pedagogical activities to facilitate new arrivers’ smooth linguistic transition in college and achieve linguistic empowerment by debunking monolinguistic assumptions.
{"title":"Supporting Superdiverse Multilingual International Students: Insights from an Ethnographic Exploration","authors":"Qianqian Zhang‐Wu","doi":"10.58680/rte202332473","DOIUrl":"https://doi.org/10.58680/rte202332473","url":null,"abstract":"In this study, I draw upon ethnographic methods to explore three multilingual international students’ first-semester linguistic functioning in their college writing classrooms and beyond. Through the lens of superdiversity (), I investigate participants’ experiences beyond their shared membership as Chinese international students and unpack within-group variabilities in relation to their language and literacy backgrounds. The findings indicate that multilingual international students’ varying high school experiences are likely to position them at different acculturative stages for overseas studies; it is crucial to understand their superdiversity beyond the traditional paradigms of supporting “ELLs.” The findings illustrate that superdiversity plays an important role in complicating our understandings of multilingualism and multilingual student support in American higher education. I argue that recognizing and understanding superdiversity is important for both multilingual international students and their teachers. All college educators across the disciplines must go beyond simply acknowledging the existence of superdiversity. Instead, they must explicitly teach it to combat the zero point of English (). This article outlines hands-on pedagogical activities to facilitate new arrivers’ smooth linguistic transition in college and achieve linguistic empowerment by debunking monolinguistic assumptions.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48970258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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