Shirin Vossoughi, Kalonji Nzinga, Allena Berry, Faith Irvine, Christopher Mayorga, Mari Gashaw
This paper analyzes written feedback on student writing as a relational site of political education, learning, and becoming. Research on written feedback often defines the goals of feedback in terms of improved writing, while critical literacies often aim to foster critical social analysis and political action. Building on and expanding both views, we consider the role of students’ experiences with feedback and writing in everyday forms of ethical thought and relationality. Analyzing the socially mediated process of writing in a university summer pre-enrollment program designed for first-generation, low-income students and students of color, we consider how the feedback relation supported various forms of political-ethical becoming. Using participatory design and ethnographic methodologies, we closely analyze three student cases as contextualized in a broader set of 40 student portfolios (student writing, written feedback, and interviews). In each of our cases, we identify particular aspects of feedback that are attuned to the political and ethical. These include: encouraging connections between social thought and action; cultivating complex political analysis and semantic sharpening; and modeling generosity. We find that students described new relationships with the act of writing as tied to repairing or deepening relationships with family members and cultural practices. Alongside the pedagogical implications woven throughout, we theorize written feedback on student writing as a relation that can mediate other relationships in ways that support everyday enactments of social transformation, what we conceptualize as “political-ethical becoming.”
{"title":"Writing as a Social Act: The Feedback Relation as a Context for Political and Ethical Becoming","authors":"Shirin Vossoughi, Kalonji Nzinga, Allena Berry, Faith Irvine, Christopher Mayorga, Mari Gashaw","doi":"10.58680/rte202131477","DOIUrl":"https://doi.org/10.58680/rte202131477","url":null,"abstract":"This paper analyzes written feedback on student writing as a relational site of political education, learning, and becoming. Research on written feedback often defines the goals of feedback in terms of improved writing, while critical literacies often aim to foster critical social analysis and political action. Building on and expanding both views, we consider the role of students’ experiences with feedback and writing in everyday forms of ethical thought and relationality. Analyzing the socially mediated process of writing in a university summer pre-enrollment program designed for first-generation, low-income students and students of color, we consider how the feedback relation supported various forms of political-ethical becoming. Using participatory design and ethnographic methodologies, we closely analyze three student cases as contextualized in a broader set of 40 student portfolios (student writing, written feedback, and interviews). In each of our cases, we identify particular aspects of feedback that are attuned to the political and ethical. These include: encouraging connections between social thought and action; cultivating complex political analysis and semantic sharpening; and modeling generosity. We find that students described new relationships with the act of writing as tied to repairing or deepening relationships with family members and cultural practices. Alongside the pedagogical implications woven throughout, we theorize written feedback on student writing as a relation that can mediate other relationships in ways that support everyday enactments of social transformation, what we conceptualize as “political-ethical becoming.”","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43406955","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}
Ankhi G. Thakurta, Christopher R. Rogers, Ebony Elizabeth Thomas, A. Stornaiuolo, G. Campano
{"title":"Editors’ Introduction: Childhoods across Borders","authors":"Ankhi G. Thakurta, Christopher R. Rogers, Ebony Elizabeth Thomas, A. Stornaiuolo, G. Campano","doi":"10.58680/rte202131340","DOIUrl":"https://doi.org/10.58680/rte202131340","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47534258","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: Transnational Childhoods","authors":"","doi":"10.58680/rte202131345","DOIUrl":"https://doi.org/10.58680/rte202131345","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46978954","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":"“And I Did It with My Writing”: Bilingual Teachers Storying Resilience and Resistance through Autohistoria","authors":"Rosalyn V. Harvey‐Torres, Enrique David Degollado","doi":"10.58680/rte202131343","DOIUrl":"https://doi.org/10.58680/rte202131343","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43049321","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":"“Because We Have to Speak English at School”: Transfronterizx Children Translanguaging Identity to Cross the Academic Border","authors":"Idalia Nuñez","doi":"10.58680/rte202131341","DOIUrl":"https://doi.org/10.58680/rte202131341","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47265379","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}
Angela M. Kohnen, Gillian Mertens, K. Dawson, John Hampton, Danling Fu
{"title":"A Study of Middle School Students’ Online Credibility Assessments: Challenges and Possibilities","authors":"Angela M. Kohnen, Gillian Mertens, K. Dawson, John Hampton, Danling Fu","doi":"10.58680/rte202131342","DOIUrl":"https://doi.org/10.58680/rte202131342","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45443951","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}
Student agency is an important construct for all students, especially those marginalized because of their linguistic, ethnic, racial, religious, or migratory identities. Refugee-background students may experience marginalization according to many and sometimes all of these factors; agency is thus critical to understanding their negotiation of schooling in general and literacy tasks in particular. While many studies have explored various dimensions of agency, we know little about how agency can be enacted and developed by minoritized students within instructional contexts. This qualitative case study addresses this gap by asking: How do two adolescent refugee-background students display evidence of agency when engaging in literacy tasks? What teacher practices contribute to facilitating or inhibiting student agency? Data sources include classroom observations, student work samples, and interviews with students and teachers. Data analysis was conducted using a combined inductive/deductive approach. Findings reveal three agentive practices through which students engaged in literacy tasks: agentive resistance leading to disaffection, agentive resistance of imposed identities, and interactive negotiated engagement. While the first practice led to disengagement, the latter two led to opportunities for students to agentively reshape dehumanizing narratives of multilingual refugee-background students. Teacher agency in curriculum planning and implementation was essential in guiding students to either engage in or resist literacy tasks. Since the forced displacement that refugee-background and some immigrant students experience is contrary to the concept of self-determination, we argue that engaging them in an agentive manner has the potential to help students reclaim that sense of agency within classrooms and challenge deficit perceptions.
{"title":"Resisting and Negotiating Literacy Tasks: Agentive Practices of Two Adolescent Refugee-Background Multilingual Students","authors":"Fares J. Karam, Diane Barone, Amanda K. Kibler","doi":"10.58680/rte202131257","DOIUrl":"https://doi.org/10.58680/rte202131257","url":null,"abstract":"Student agency is an important construct for all students, especially those marginalized because of their linguistic, ethnic, racial, religious, or migratory identities. Refugee-background students may experience marginalization according to many and sometimes all of these factors; agency is thus critical to understanding their negotiation of schooling in general and literacy tasks in particular. While many studies have explored various dimensions of agency, we know little about how agency can be enacted and developed by minoritized students within instructional contexts. This qualitative case study addresses this gap by asking: How do two adolescent refugee-background students display evidence of agency when engaging in literacy tasks? What teacher practices contribute to facilitating or inhibiting student agency? Data sources include classroom observations, student work samples, and interviews with students and teachers. Data analysis was conducted using a combined inductive/deductive approach. Findings reveal three agentive practices through which students engaged in literacy tasks: agentive resistance leading to disaffection, agentive resistance of imposed identities, and interactive negotiated engagement. While the first practice led to disengagement, the latter two led to opportunities for students to agentively reshape dehumanizing narratives of multilingual refugee-background students. Teacher agency in curriculum planning and implementation was essential in guiding students to either engage in or resist literacy tasks. Since the forced displacement that refugee-background and some immigrant students experience is contrary to the concept of self-determination, we argue that engaging them in an agentive manner has the potential to help students reclaim that sense of agency within classrooms and challenge deficit perceptions.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46621690","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}
Wan Shun Eva Lam, N. Smirnov, Amy A. Chang, Matthew W. Easterday, E. Rosario-Ramos, Jack C. Doppelt
This study builds on research of multimodal storytelling in educational settings by presenting a study of a youth-produced documentary on immigration. Drawing from a video documentary project in a high school class, we examine students’ representational processes of scaling in documentary storytelling, and the kinds of resources they use to construct multiple spatiotemporal contexts for understanding their experience of immigration and immigration policy. Our theoretical framework relates the concept of scale to the Bakhtinian concept of voice to consider the semiotic resources that are used to index and connect multiple social and spatiotemporal contexts in storytelling. Focusing on a documentary produced by some students in the class, we analyze how the young filmmakers used particular speaker voices (characters) and their social positioning to invoke and construct relevant scales for understanding the problem of deportation. Our analysis extends the study of scaling to multimodal texts, and the strategies that people use to represent and configure relationships among different socially stratified spaces. By conceptualizing the relations between voice and scale, this work aims to contribute to literacy learning and teaching that support young people in bringing their knowledge, experiences, and narrative resources to engage with societal structures.
{"title":"Multimodal Voicing and Scale-Making in a Youth-Produced Video Documentary on Immigration","authors":"Wan Shun Eva Lam, N. Smirnov, Amy A. Chang, Matthew W. Easterday, E. Rosario-Ramos, Jack C. Doppelt","doi":"10.58680/rte202131256","DOIUrl":"https://doi.org/10.58680/rte202131256","url":null,"abstract":"This study builds on research of multimodal storytelling in educational settings by presenting a study of a youth-produced documentary on immigration. Drawing from a video documentary project in a high school class, we examine students’ representational processes of scaling in documentary storytelling, and the kinds of resources they use to construct multiple spatiotemporal contexts for understanding their experience of immigration and immigration policy. Our theoretical framework relates the concept of scale to the Bakhtinian concept of voice to consider the semiotic resources that are used to index and connect multiple social and spatiotemporal contexts in storytelling. Focusing on a documentary produced by some students in the class, we analyze how the young filmmakers used particular speaker voices (characters) and their social positioning to invoke and construct relevant scales for understanding the problem of deportation. Our analysis extends the study of scaling to multimodal texts, and the strategies that people use to represent and configure relationships among different socially stratified spaces. By conceptualizing the relations between voice and scale, this work aims to contribute to literacy learning and teaching that support young people in bringing their knowledge, experiences, and narrative resources to engage with societal structures.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41800889","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}
Danny C. Martinez, Jennifer Phuong, Ankhi G. Thakurta, A. Stornaiuolo, Bethany Monea, Christopher R. Rogers, E. E. Thomas, G. Campano
Informed by Bakhtin's theorization of voice as well as cross-disciplinary studies of scaling, the authors explore how a group of young filmmakers rendered one focal immigrant student's familial history by centering speakers addressing the topic of immigration from multiple levels, thereby connecting multiple social and spatiotemporal contexts in their multimodal storytelling to illustrate the costs of dehumanizing policies In this case study, drawing from classroom observations, student work, and interviews with both students and teachers, the authors also highlight the importance of teacher agency in creating opportunities for refugee-background students to interactively engage in the language arts classroom Drawing from interviews, observations, and analysis of student writing, the authors construct a detailed case study of how one student writer negotiated her stance toward the discourse of literary analysis based on her own writerly identity as a creative writer, illuminating the importance of critically attending to the ideological implications of teaching discipline-specific writing
{"title":"Editors’ Introduction: Emerging Solidarities in Literacy Research","authors":"Danny C. Martinez, Jennifer Phuong, Ankhi G. Thakurta, A. Stornaiuolo, Bethany Monea, Christopher R. Rogers, E. E. Thomas, G. Campano","doi":"10.58680/rte202131255","DOIUrl":"https://doi.org/10.58680/rte202131255","url":null,"abstract":"Informed by Bakhtin's theorization of voice as well as cross-disciplinary studies of scaling, the authors explore how a group of young filmmakers rendered one focal immigrant student's familial history by centering speakers addressing the topic of immigration from multiple levels, thereby connecting multiple social and spatiotemporal contexts in their multimodal storytelling to illustrate the costs of dehumanizing policies In this case study, drawing from classroom observations, student work, and interviews with both students and teachers, the authors also highlight the importance of teacher agency in creating opportunities for refugee-background students to interactively engage in the language arts classroom Drawing from interviews, observations, and analysis of student writing, the authors construct a detailed case study of how one student writer negotiated her stance toward the discourse of literary analysis based on her own writerly identity as a creative writer, illuminating the importance of critically attending to the ideological implications of teaching discipline-specific writing","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41727379","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}
Our multiphase research conducted with a broader research team explores narratives of bullying across young adult literature, the news media, public discourse, and adolescents’ experiences, and problematizes oversimplified understandings of the adolescent bullying process.
{"title":"“Bullying always seemed less complicated before I read”: Developing Adolescents’ Understanding of the Complex Social Architecture of Bullying through a YAL Book Club","authors":"Eibhlín Ryan, Heather Hurst","doi":"10.58680/rte202131259","DOIUrl":"https://doi.org/10.58680/rte202131259","url":null,"abstract":"Our multiphase research conducted with a broader research team explores narratives of bullying across young adult literature, the news media, public discourse, and adolescents’ experiences, and problematizes oversimplified understandings of the adolescent bullying process.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45429983","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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