Christopher R. Rogers, Naitnaphit Limlamai, E. E. Thomas, A. Stornaiuolo, G. Campano
{"title":"Editors’ Introduction: Black Origin Stories and Futures","authors":"Christopher R. Rogers, Naitnaphit Limlamai, E. E. Thomas, A. Stornaiuolo, G. Campano","doi":"10.58680/rte202231998","DOIUrl":"https://doi.org/10.58680/rte202231998","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42076880","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":"Textual Relevance, Ten Years Later: Young Black Men Reflect on a Decade of Reading Experiences","authors":"Katie Sciurba","doi":"10.58680/rte202232000","DOIUrl":"https://doi.org/10.58680/rte202232000","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42718397","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":"Advancing a Sociocultural Approach to Decolonizing Literacy Education: Lessons from a Youth in a “Postcolonial” Caribbean Geography","authors":"A. Skerrett, S. Vlach","doi":"10.58680/rte202232002","DOIUrl":"https://doi.org/10.58680/rte202232002","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49049234","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 research offers a critical content analysis of three middle grade novels that is substantiated by key concepts within Afro-pessimism, Black critical theory, and Black futurity. Through this framing, we examine significant historic and sociopolitical moments reflected in the novels when Black preteen protagonists are forced to confront racialized violence. Across the set of novels, we outline a distinct pattern of antiblackness—one that chronicles the incomplete nature of emancipation that continuously haunts Black lives in the United States (). Yet, at the same time, we consider how the novels connect the past, present, and future by reflecting how Black girls across time and location have imagined alternative ways forward.
{"title":"Tracing Terror, Imagining Otherwise: A Critical Content Analysis of Antiblack Violence in Middle Grade Novels","authors":"Desireé W. Cueto, Wanda M. Brooks","doi":"10.58680/rte202231864","DOIUrl":"https://doi.org/10.58680/rte202231864","url":null,"abstract":"This research offers a critical content analysis of three middle grade novels that is substantiated by key concepts within Afro-pessimism, Black critical theory, and Black futurity. Through this framing, we examine significant historic and sociopolitical moments reflected in the novels when Black preteen protagonists are forced to confront racialized violence. Across the set of novels, we outline a distinct pattern of antiblackness—one that chronicles the incomplete nature of emancipation that continuously haunts Black lives in the United States (). Yet, at the same time, we consider how the novels connect the past, present, and future by reflecting how Black girls across time and location have imagined alternative ways forward.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43927529","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 study explores the potential of fifth-grade children to take up, mold, and complicate the superhero genre to engage issues of social justice and equity in critical and dynamic ways. Using critical discourse and visual analysis, I explore the ideological and political work in the comics four students of color created as part of this study. I argue that, when given the opportunity to embody their full selves in the creation process to fight against issues of injustice that matter to them, children are more likely to imagine beyond conceptions of the child (e.g., being apolitical) and take on activist stances. Moreover, teachers have the power to encourage children to see themselves and their voices as important tools in the fight for social justice. This study pushes us to consider that we, as adults, can either help to expand the possibilities available to children or continue to perpetuate the inequities that children experience on a daily basis due to misconceptions of what it means to be a child and what children are capable of.
{"title":"“It’s Our Job as People to Make Others Feel Valued”: Children Imagining More Caring and Just Worlds through Superhero Stories","authors":"Francisco L. Torres","doi":"10.58680/rte202231862","DOIUrl":"https://doi.org/10.58680/rte202231862","url":null,"abstract":"This study explores the potential of fifth-grade children to take up, mold, and complicate the superhero genre to engage issues of social justice and equity in critical and dynamic ways. Using critical discourse and visual analysis, I explore the ideological and political work in the comics four students of color created as part of this study. I argue that, when given the opportunity to embody their full selves in the creation process to fight against issues of injustice that matter to them, children are more likely to imagine beyond conceptions of the child (e.g., being apolitical) and take on activist stances. Moreover, teachers have the power to encourage children to see themselves and their voices as important tools in the fight for social justice. This study pushes us to consider that we, as adults, can either help to expand the possibilities available to children or continue to perpetuate the inequities that children experience on a daily basis due to misconceptions of what it means to be a child and what children are capable of.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45392231","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 56 (2021–2022)","authors":"","doi":"10.58680/rte202231868","DOIUrl":"https://doi.org/10.58680/rte202231868","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46981693","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}
We describe the work of two groups of middle school youth as they authored stories set in their community, based on superhero and absurdist storytelling genres. Their storytelling was part of a weekly ELA project that took place from February through May 2017 in a public middle school in a neighborhood where economic inequality defines many facets of everyday life. Drawing on audio and video recordings from ten weekly storytelling events, field notes, interviews, and close readings of youth narratives, we describe how youth created and initiated proleptic bids and, thereby, opened proleptic gaps for improvising on and producing new material with the potential to rescript the meanings of childhood and equity in their communities. We argue that these bids and gaps made space for youth to not only critique but also move beyond dominant readings of their neighborhood, and we suggest that such openings are therefore necessary for transformative literacy pedagogy and practice. We further argue that proleptic pedagogy, in the form of joint storytelling, affords a compelling and sustainable space for youth to experience joy, friendship, and artist-authoring identities, all of which have been systematically eroded by federal, state, and district policies oriented to testing and closed meanings.
{"title":"Storytelling and Proleptic Gaps: Reimagining Inequities in the Mount","authors":"Patricia Enciso, B. Krone","doi":"10.58680/rte202231865","DOIUrl":"https://doi.org/10.58680/rte202231865","url":null,"abstract":"We describe the work of two groups of middle school youth as they authored stories set in their community, based on superhero and absurdist storytelling genres. Their storytelling was part of a weekly ELA project that took place from February through May 2017 in a public middle school in a neighborhood where economic inequality defines many facets of everyday life. Drawing on audio and video recordings from ten weekly storytelling events, field notes, interviews, and close readings of youth narratives, we describe how youth created and initiated proleptic bids and, thereby, opened proleptic gaps for improvising on and producing new material with the potential to rescript the meanings of childhood and equity in their communities. We argue that these bids and gaps made space for youth to not only critique but also move beyond dominant readings of their neighborhood, and we suggest that such openings are therefore necessary for transformative literacy pedagogy and practice. We further argue that proleptic pedagogy, in the form of joint storytelling, affords a compelling and sustainable space for youth to experience joy, friendship, and artist-authoring identities, all of which have been systematically eroded by federal, state, and district policies oriented to testing and closed meanings.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46035544","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}
Drawing on perspectives from cultural studies, affect theory, and critical literacy, this article explores comics made by three eighth-grade students in response to Art Spiegelman’s Holocaust memoir Maus. Students’ comics were developed through participatory research alongside their classroom teacher, a research team, and teacher candidates from a local university. These three students, Stella, Maisie, and Naomi, reacted strongly to the content of Maus and the comics medium, and raised questions around identity, representation, and the legibility of their often-intense emotional responses. We trace their affective engagements to explore how comic-making allowed students to represent feelings that are often difficult to make visible in school spaces. Our analysis highlights how affective critical literacy orients teaching and research toward working-through rather than resolving complicated emotions, allowing educators to recognize unanswered questions as forms of critical engagement.
{"title":"“Swirling a Million Feelings into One”: Working-Through Critical and Affective Responses to the Holocaust through Comics","authors":"Rob Simon, B. Gallagher, Ty Walkland","doi":"10.58680/rte2022318632","DOIUrl":"https://doi.org/10.58680/rte2022318632","url":null,"abstract":"Drawing on perspectives from cultural studies, affect theory, and critical literacy, this article explores comics made by three eighth-grade students in response to Art Spiegelman’s Holocaust memoir Maus. Students’ comics were developed through participatory research alongside their classroom teacher, a research team, and teacher candidates from a local university. These three students, Stella, Maisie, and Naomi, reacted strongly to the content of Maus and the comics medium, and raised questions around identity, representation, and the legibility of their often-intense emotional responses. We trace their affective engagements to explore how comic-making allowed students to represent feelings that are often difficult to make visible in school spaces. Our analysis highlights how affective critical literacy orients teaching and research toward working-through rather than resolving complicated emotions, allowing educators to recognize unanswered questions as forms of critical engagement.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49336895","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}
E. E. Thomas, A. Stornaiuolo, G. Campano, Naitnaphit Limlamai, Ankhi G. Thakurta, Jennifer Phuong
Other crises are evident in our work around the nation and the world: the climate emergency;the persistence of gun violence, war, and genocide;the mental health crisis among young people (and people of all ages);rampant inflation exacerbated by corporate greed;a lack of affordable and safe housing. The authors document a participatory comicmaking project joining eighth graders in a public alternative school in Toronto, their teacher, a research team, and teacher candidates from a local university. Drawing on key concepts within Afropessimism, Black critical theory, and Black futurity, the authors outline a pattern of anti-Blackness shown within the books, but also consider how the novels connect the past, present, and future in their reflections of how Black girls across time and place have imagined alternative ways forward.
{"title":"Editors’ Introduction: Storying and Restorying as Cathartic Hope","authors":"E. E. Thomas, A. Stornaiuolo, G. Campano, Naitnaphit Limlamai, Ankhi G. Thakurta, Jennifer Phuong","doi":"10.58680/rte202231861","DOIUrl":"https://doi.org/10.58680/rte202231861","url":null,"abstract":"Other crises are evident in our work around the nation and the world: the climate emergency;the persistence of gun violence, war, and genocide;the mental health crisis among young people (and people of all ages);rampant inflation exacerbated by corporate greed;a lack of affordable and safe housing. The authors document a participatory comicmaking project joining eighth graders in a public alternative school in Toronto, their teacher, a research team, and teacher candidates from a local university. Drawing on key concepts within Afropessimism, Black critical theory, and Black futurity, the authors outline a pattern of anti-Blackness shown within the books, but also consider how the novels connect the past, present, and future in their reflections of how Black girls across time and place have imagined alternative ways forward.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43502755","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":"In Dialogue: In Dialogue: Critical Disability Studies","authors":"","doi":"10.58680/rte202231640","DOIUrl":"https://doi.org/10.58680/rte202231640","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44343293","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：