{"title":"In Dialogue: Arts","authors":"","doi":"10.58680/rte202031023","DOIUrl":"https://doi.org/10.58680/rte202031023","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44917442","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}
David E. Low, Bethany Monea, A. Stornaiuolo, Ebony Elizabeth Thomas, G. Campano
{"title":"Editors’ Introduction: Drawing Out the A in English Language Arts","authors":"David E. Low, Bethany Monea, A. Stornaiuolo, Ebony Elizabeth Thomas, G. Campano","doi":"10.58680/rte202031019","DOIUrl":"https://doi.org/10.58680/rte202031019","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41721493","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":"(Re)Fashioning Gender Play on the Kindergarten Stage: The Complexities of Shifting Diverse Identities from the Margins to the Social Center","authors":"Haeny S. Yoon","doi":"10.58680/rte202031021","DOIUrl":"https://doi.org/10.58680/rte202031021","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43637518","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":"Multimodal Attitude in Digital Composition: Appraisal in Elementary English","authors":"K. Mills, Bessie G. Stone","doi":"10.58680/rte202031022","DOIUrl":"https://doi.org/10.58680/rte202031022","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47103936","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}
Inspired by Jacqueline Woodson’s (2014) memoir, this article examines the ways Tamika and Malia, two African American adolescent girls and fraternal twins, act as Brown girl dreamers and articulate their career aspirations through multimodal compositions. Drawing on the psychological literature on youths’ career aspirations, theories related to Black Girlhood and Black Girls’ Literacies, and case study methodologies, we investigated two key questions: (1) In what ways do two Black adolescent girls represent their career dreams through drawings/sketches created in 2012 and digital dream boards designed in 2018? and (2) Across their 2018 digital career dream boards, what common visual images do two Black adolescent girls curate and interpret to imagine and/or (re)imagine their futures? We composed case studies by integrating rich data from the girls’ 2012 career dream drawings, their 2018 digital career dream boards, and transcripts from individual interviews and a 60-minute focus group interview. Our analyses of the visual images and the interview transcripts revealed that Tamika and Malia employed visual design devices to illustrate their career aspirations while honoring their identities as young Black women. Cross-case analyses further demonstrated that as futuremakers, Tamika and Malia critiqued the (under) representations of Black career women and articulated the need for multiliteracies, in the form of professional, aspirational auditory (i.e., music), and life literacies that protect and advance their own future interests and goals. We conclude with implications for how educators can (re) position Black adolescent girls as multiliterate futuremakers in secondary classrooms and center their career aspirations in English language arts curriculum.
{"title":"Brown Girls Dreaming: Adolescent Black Girls’ Futuremaking through Multimodal Representations of Race, Gender, and Career Aspirations","authors":"Jennifer D. Turner, Autumn A. Griffin","doi":"10.58680/rte202031020","DOIUrl":"https://doi.org/10.58680/rte202031020","url":null,"abstract":"Inspired by Jacqueline Woodson’s (2014) memoir, this article examines the ways Tamika and Malia, two African American adolescent girls and fraternal twins, act as Brown girl dreamers and articulate their career aspirations through multimodal compositions. Drawing on the psychological literature on youths’ career aspirations, theories related to Black Girlhood and Black Girls’ Literacies, and case study methodologies, we investigated two key questions: (1) In what ways do two Black adolescent girls represent their career dreams through drawings/sketches created in 2012 and digital dream boards designed in 2018? and (2) Across their 2018 digital career dream boards, what common visual images do two Black adolescent girls curate and interpret to imagine and/or (re)imagine their futures? We composed case studies by integrating rich data from the girls’ 2012 career dream drawings, their 2018 digital career dream boards, and transcripts from individual interviews and a 60-minute focus group interview. Our analyses of the visual images and the interview transcripts revealed that Tamika and Malia employed visual design devices to illustrate their career aspirations while honoring their identities as young Black women. Cross-case analyses further demonstrated that as futuremakers, Tamika and Malia critiqued the (under) representations of Black career women and articulated the need for multiliteracies, in the form of professional, aspirational auditory (i.e., music), and life literacies that protect and advance their own future interests and goals. We conclude with implications for how educators can (re) position Black adolescent girls as multiliterate futuremakers in secondary classrooms and center their career aspirations in English language arts curriculum.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47139242","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":"Digital Discourse in Classrooms: Language Arts Teachers’ Reported Perceptions and Implementation","authors":"Jennifer Higgs","doi":"10.58680/rte202030900","DOIUrl":"https://doi.org/10.58680/rte202030900","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47626976","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":"Innovation from Below: Infrastructure, Design, and Equity in Literacy Classroom Makerspaces","authors":"T. Nichols","doi":"10.58680/rte202030901","DOIUrl":"https://doi.org/10.58680/rte202030901","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47253883","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}
James Joshua Coleman, Ebony Elizabeth Thomas, A. Stornaiuolo, G. Campano
{"title":"Editors’ Introduction: Literacy Policy-as-Pharmakon: Indeterminacy in a Time of Contagion","authors":"James Joshua Coleman, Ebony Elizabeth Thomas, A. Stornaiuolo, G. Campano","doi":"10.58680/rte202030898","DOIUrl":"https://doi.org/10.58680/rte202030898","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42307279","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}
Julia Torres, Tricia Ebarvia, Lorena Germán, K. Parker
{"title":"In Dialogue: Policy","authors":"Julia Torres, Tricia Ebarvia, Lorena Germán, K. Parker","doi":"10.58680/rte202030902","DOIUrl":"https://doi.org/10.58680/rte202030902","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46806617","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}
J. Hoffman, Catherine Lammert, Samuel DeJulio, Susan Elizabeth Tily, Natalie Sue Svrcek
{"title":"Preservice Teachers Engaging Elementary Students in an Activist Literacy Curriculum","authors":"J. Hoffman, Catherine Lammert, Samuel DeJulio, Susan Elizabeth Tily, Natalie Sue Svrcek","doi":"10.58680/rte202030899","DOIUrl":"https://doi.org/10.58680/rte202030899","url":null,"abstract":"","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2020-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49513446","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：