首页 > 最新文献

Journal of Literacy Research最新文献

英文 中文
A Critical Evaluation of Dyslexia Information on the Internet 对网络阅读障碍信息的批判性评价
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-03-01 DOI: 10.1177/1086296X20986921
J. Worthy, Anne Daly-Lesch, Susan Tily, V. Godfrey, Cori Salmerón
The internet is a common source of information for parents, educators, and the general public. However, researchers who analyze the quality of internet sources have found they often contain inaccurate and misleading information. Here, we present an analysis of dyslexia on the internet. Employing disability studies in education (DSE), disability critical race studies (DisCrit), and Bakhtin’s construct of ideological becoming, we examined the credibility of sources, the quality of information, and the discourse in which the information is presented. We found the majority of webpages do not meet basic source credibility criteria, much of the content contradicts or is unsupported by research, and most pages convey information in an authoritative discourse, making it seem irreproachable. Building on the findings, we offer criteria for evaluating dyslexia information and suggestions for research and practice. We focus on the need for less divisive, more collaborative dialogue, along with research among stakeholders with multiple perspectives.
对于家长、教育工作者和公众来说,互联网是一个常见的信息来源。然而,分析互联网资源质量的研究人员发现,它们经常包含不准确和误导性的信息。在这里,我们提出了一个在互联网上阅读障碍的分析。我们利用教育中的残疾研究(DSE)、残疾批判种族研究(DisCrit)和巴赫金的意识形态形成结构,考察了信息来源的可信度、信息的质量以及信息呈现的话语。我们发现大多数网页不符合基本的来源可信度标准,许多内容相互矛盾或没有研究支持,大多数网页以权威话语传达信息,使其看起来无可指责。基于这些发现,我们提供了评估阅读障碍信息的标准,并为研究和实践提供了建议。我们关注减少分歧、加强合作对话的必要性,以及多方视角的利益攸关方之间的研究。
{"title":"A Critical Evaluation of Dyslexia Information on the Internet","authors":"J. Worthy, Anne Daly-Lesch, Susan Tily, V. Godfrey, Cori Salmerón","doi":"10.1177/1086296X20986921","DOIUrl":"https://doi.org/10.1177/1086296X20986921","url":null,"abstract":"The internet is a common source of information for parents, educators, and the general public. However, researchers who analyze the quality of internet sources have found they often contain inaccurate and misleading information. Here, we present an analysis of dyslexia on the internet. Employing disability studies in education (DSE), disability critical race studies (DisCrit), and Bakhtin’s construct of ideological becoming, we examined the credibility of sources, the quality of information, and the discourse in which the information is presented. We found the majority of webpages do not meet basic source credibility criteria, much of the content contradicts or is unsupported by research, and most pages convey information in an authoritative discourse, making it seem irreproachable. Building on the findings, we offer criteria for evaluating dyslexia information and suggestions for research and practice. We focus on the need for less divisive, more collaborative dialogue, along with research among stakeholders with multiple perspectives.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20986921","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65943150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Editorial Introduction 编辑介绍
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-02-16 DOI: 10.1177/1086296x20986949
Eurydice Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar
This volume of the Journal of Literacy Research draws on a range of contexts, voices, and positionings to consider what counts as evidence and the making of viable arguments. We are living in a time when public health and science related to climate change are routinely challenged and ignored. False claims are also prevalent in literacy education, where policy and practice decisions are often affected by politics and privilege, rather than by research findings. Each article presented in this volume raises important perspectives on what it means for students, practitioners, and scholars to make and support claims about educational practice and the world.
《识字研究杂志》的这一卷借鉴了一系列的背景、声音和立场,来考虑什么是证据,什么是可行的论点。我们生活在这样一个时代,与气候变化有关的公共卫生和科学经常受到挑战和忽视。在扫盲教育中,错误的主张也很普遍,政策和实践决策往往受到政治和特权的影响,而不是受到研究结果的影响。本卷中的每一篇文章都提出了重要的观点,阐述了对学生、从业者和学者来说,提出和支持有关教育实践和世界的主张意味着什么。
{"title":"Editorial Introduction","authors":"Eurydice Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar","doi":"10.1177/1086296x20986949","DOIUrl":"https://doi.org/10.1177/1086296x20986949","url":null,"abstract":"This volume of the <i>Journal of Literacy Research</i> draws on a range of contexts, voices, and positionings to consider what counts as evidence and the making of viable arguments. We are living in a time when public health and science related to climate change are routinely challenged and ignored. False claims are also prevalent in literacy education, where policy and practice decisions are often affected by politics and privilege, rather than by research findings. Each article presented in this volume raises important perspectives on what it means for students, practitioners, and scholars to make and support claims about educational practice and the world.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138528043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Excavating Embodied Literacies Through a Chicana/Latina Feminist Framework 从Chicana/Latina女权主义框架挖掘具体的文学
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2021-01-25 DOI: 10.1177/1086296X20986594
Mónica González Ybarra, Cinthya M. Saavedra
In this article, the authors take a reflective, self-study journey that digs into their own embodied literacies as Chicana feminist literacy researchers. Chicana/Latina feminisms offer an/other angle for exploring embodied literacies and are one way to center bodies and knowledge from the margins. The authors emphasize Anzaldúa’s concept of geographies of selves as an entry point for theorizing the embodied literacies of Chicanas/Latinas. To support this excavation process, the authors demonstrate how autohistoria-teoría, as a methodological approach to literacies, can be used to locate, narrate, and document the embodied literacies of Chicanas/Latinas. The findings demonstrate how places and people shape knowledge and ways of reading the world and thus impact the literacies imprinted on bodies.
在这篇文章中,作者们进行了一次反思和自学之旅,深入挖掘他们作为奇卡纳女权主义扫盲研究者所体现的文学。Chicana/Latina女权主义者为探索具体的文学提供了一个/另一个角度,是从边缘集中身体和知识的一种方式。作者强调Anzaldúa的自我地理概念是对Chicana/Latinas的具体文学进行理论化的切入点。为了支持这一挖掘过程,作者展示了teoría自历史作为一种文学方法论方法,如何用于定位、叙述和记录Chicana/Latinas的具体文学。研究结果表明,地方和人如何塑造知识和阅读世界的方式,从而影响印在身体上的文字。
{"title":"Excavating Embodied Literacies Through a Chicana/Latina Feminist Framework","authors":"Mónica González Ybarra, Cinthya M. Saavedra","doi":"10.1177/1086296X20986594","DOIUrl":"https://doi.org/10.1177/1086296X20986594","url":null,"abstract":"In this article, the authors take a reflective, self-study journey that digs into their own embodied literacies as Chicana feminist literacy researchers. Chicana/Latina feminisms offer an/other angle for exploring embodied literacies and are one way to center bodies and knowledge from the margins. The authors emphasize Anzaldúa’s concept of geographies of selves as an entry point for theorizing the embodied literacies of Chicanas/Latinas. To support this excavation process, the authors demonstrate how autohistoria-teoría, as a methodological approach to literacies, can be used to locate, narrate, and document the embodied literacies of Chicanas/Latinas. The findings demonstrate how places and people shape knowledge and ways of reading the world and thus impact the literacies imprinted on bodies.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20986594","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49433288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Black Lives Matter: Voices From Literacy Researchers 黑人的生命很重要:扫盲研究人员的声音
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2020-11-09 DOI: 10.1177/1086296x20966551
E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar
{"title":"Black Lives Matter: Voices From Literacy Researchers","authors":"E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar","doi":"10.1177/1086296x20966551","DOIUrl":"https://doi.org/10.1177/1086296x20966551","url":null,"abstract":"","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296x20966551","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46218671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Black Lives Matter: Storying, Identities, and Counternarratives 《黑人的生命很重要:故事、身份和反叙事
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2020-10-29 DOI: 10.1177/1086296x20966372
Valerie Kinloch, C. Penn, Tanja Burkhard
In this academic counternarrative, we examine how Black students and adults get positioned by, and come to resist, discourses that favor dominant linguistic and cultural practices. We ask, How do Black youth and adults resist the gaze of whiteness, or dominant discourses, in schools and communities, and what are pedagogical implications of such resistances? We address these questions by discussing three contemporary examples of injustices experienced by Rachel Jeantel, Amariyanna Copeny, and Black youth who continue the activism of Colin Kaepernik. Thereafter, we analyze data from three research vignettes of Black teachers and Youth of Color who produce counternarratives through storying. In our conclusion, we advocate for a pedagogical agenda in literacy studies grounded in cultural equality and linguistic, racial, and social justice for Black people and other People of Color. We situate this work as an academic counternarrative—an analysis of young people’s unapologetic affirmation of Black humanity, brilliance, and power.
在这个学术反叙事中,我们研究了黑人学生和成年人如何被有利于主导语言和文化实践的话语所定位,并开始抵制这些话语。我们的问题是,黑人青年和成年人如何在学校和社区中抵制白人的目光或主导话语,这种抵制的教学意义是什么?我们通过讨论Rachel Jeantel、Amariyanna Copeny和延续Colin Kaepernik的行动主义的黑人青年所经历的三个当代不公正的例子来解决这些问题。在此基础上,我们分析了黑人教师和有色人种青年通过故事产生反叙事的三个研究片段的数据。在我们的结论中,我们提倡以文化平等和黑人及其他有色人种的语言、种族和社会公正为基础的扫盲研究教学议程。我们把这部作品定位为一种学术的反叙事——分析年轻人对黑人人性、才华和权力的毫无歉意的肯定。
{"title":"Black Lives Matter: Storying, Identities, and Counternarratives","authors":"Valerie Kinloch, C. Penn, Tanja Burkhard","doi":"10.1177/1086296x20966372","DOIUrl":"https://doi.org/10.1177/1086296x20966372","url":null,"abstract":"In this academic counternarrative, we examine how Black students and adults get positioned by, and come to resist, discourses that favor dominant linguistic and cultural practices. We ask, How do Black youth and adults resist the gaze of whiteness, or dominant discourses, in schools and communities, and what are pedagogical implications of such resistances? We address these questions by discussing three contemporary examples of injustices experienced by Rachel Jeantel, Amariyanna Copeny, and Black youth who continue the activism of Colin Kaepernik. Thereafter, we analyze data from three research vignettes of Black teachers and Youth of Color who produce counternarratives through storying. In our conclusion, we advocate for a pedagogical agenda in literacy studies grounded in cultural equality and linguistic, racial, and social justice for Black people and other People of Color. We situate this work as an academic counternarrative—an analysis of young people’s unapologetic affirmation of Black humanity, brilliance, and power.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296x20966372","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44683044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Relationship Building in a Black Space: Partnering in Solidarity 在黑色空间建立关系:团结合作
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2020-10-29 DOI: 10.1177/1086296X20966358
Davena Jackson
Given the persistence of anti-Blackness, the author demonstrates what can happen when Blackness takes precedence over anti-Blackness in an 11th-grade English classroom. This study uses critical autoethnography to explore a collaborative approach to teaching and learning that sustains Blackness. The author uses storying to amplify the significance of relationship building between a Black teacher and a Black teacher-researcher. This research further provides tools for transforming classrooms into sites of hope, healing, and resistance in a time when Black lives matter more than ever. In closing, the author offers the framework of justice-oriented solidarity (JOS) and highlights the power of cocollaboration to create an antiracist learning environment that sustains Blackness.
考虑到反黑人的持续存在,作者展示了在11年级的英语课堂上,当黑人优先于反黑人时会发生什么。本研究使用批判性的自我民族志来探索维持黑人的合作教学方法。作者用故事的方式来放大黑人教师和黑人教师研究者之间建立关系的重要性。在黑人的生命比以往任何时候都重要的时候,这项研究进一步提供了将教室转变为希望、治愈和抵抗的场所的工具。最后,作者提出了以正义为导向的团结(JOS)框架,并强调了合作创造一个维持黑人的反种族主义学习环境的力量。
{"title":"Relationship Building in a Black Space: Partnering in Solidarity","authors":"Davena Jackson","doi":"10.1177/1086296X20966358","DOIUrl":"https://doi.org/10.1177/1086296X20966358","url":null,"abstract":"Given the persistence of anti-Blackness, the author demonstrates what can happen when Blackness takes precedence over anti-Blackness in an 11th-grade English classroom. This study uses critical autoethnography to explore a collaborative approach to teaching and learning that sustains Blackness. The author uses storying to amplify the significance of relationship building between a Black teacher and a Black teacher-researcher. This research further provides tools for transforming classrooms into sites of hope, healing, and resistance in a time when Black lives matter more than ever. In closing, the author offers the framework of justice-oriented solidarity (JOS) and highlights the power of cocollaboration to create an antiracist learning environment that sustains Blackness.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20966358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48907545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Exploring Black Girls’ Subversive Literacies as Acts of Freedom 作为自由行为探索黑人女孩的颠覆性文学
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2020-10-28 DOI: 10.1177/1086296X20966367
L. Kelly
Research on Black girls’ and women’s literacies reveals how they utilize literacy practices to resist oppression and define their identities. Yet, these practices are frequently absent from or marginalized in formalized schooling spaces. In addition, Black girlhood is rarely placed at the center of equity interventions in schools. As the history of activism in the United States is tied to Black women’s struggles for freedom, research and practice involving racial equity must be attentive to the literacies and activism of Black girls. Grounded in Black feminist theory, this article describes a longitudinal study of the critical consciousness development of two young Black women as they engaged in distinct literacy practices to navigate and resist racial oppression in high school. The author analyzes interviews as well as literacy artifacts to explore how these girls enacted critical, digital, and subversive literacies to challenge intersecting oppressions of race and gender in a predominantly White, suburban school.
对黑人女孩和妇女识字率的研究揭示了她们如何利用识字实践来抵抗压迫并定义自己的身份。然而,在正规的学校教育空间中,这些做法往往不存在或被边缘化。此外,黑人少女时代很少被置于学校公平干预的中心。由于美国激进主义的历史与黑人女性争取自由的斗争息息相关,涉及种族公平的研究和实践必须关注黑人女孩的文学性和激进主义。本文以黑人女权主义理论为基础,对两名年轻黑人女性在高中时进行不同的识字实践以驾驭和抵抗种族压迫时的批判性意识发展进行了纵向研究。作者分析了采访和识字文物,以探索这些女孩是如何在一所以白人为主的郊区学校中创造批判性、数字性和颠覆性的文学作品来挑战种族和性别的交叉压迫的。
{"title":"Exploring Black Girls’ Subversive Literacies as Acts of Freedom","authors":"L. Kelly","doi":"10.1177/1086296X20966367","DOIUrl":"https://doi.org/10.1177/1086296X20966367","url":null,"abstract":"Research on Black girls’ and women’s literacies reveals how they utilize literacy practices to resist oppression and define their identities. Yet, these practices are frequently absent from or marginalized in formalized schooling spaces. In addition, Black girlhood is rarely placed at the center of equity interventions in schools. As the history of activism in the United States is tied to Black women’s struggles for freedom, research and practice involving racial equity must be attentive to the literacies and activism of Black girls. Grounded in Black feminist theory, this article describes a longitudinal study of the critical consciousness development of two young Black women as they engaged in distinct literacy practices to navigate and resist racial oppression in high school. The author analyzes interviews as well as literacy artifacts to explore how these girls enacted critical, digital, and subversive literacies to challenge intersecting oppressions of race and gender in a predominantly White, suburban school.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20966367","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46031305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
If “Black Lives Matter in Literacy Research,” Then Take This Racial Turn: Developing Racial Literacies 如果“黑人的生命在扫盲研究中很重要”,那么看看这个种族转向:发展种族扫盲
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2020-10-28 DOI: 10.1177/1086296X20967396
Marcus Croom
When I look back before 2020, before the murder of Mr. George Floyd in particular, and think about this special issue, “Black Lives Matter in Literacy Research,” a question comes to my mind: Are we, the field of literacy research, sure that we want to include literacy research among the incalculable responses (already in progress) to racist killings, anti-Blackness, Black living and dying, and ongoing injustices in the United States of America? In other words, will Black human beings matter to our field? With the hope that our field of literacy research is finally taking this racial turn as an institution, I introduce the post-White orientation as well as practice of race theory (PRT) and argue for the lifelong development of racial literacies among fellow literacy researchers. In short, this article is designed to support the development of racial literacies in the field of literacy research with the aim of affecting research, practice, and policy.
当我回顾2020年之前,特别是在乔治·弗洛伊德先生被谋杀之前,思考这个特刊《黑人的生命在识字研究中很重要》时,我想到了一个问题:我们识字研究领域是否确定要将识字研究纳入对种族主义杀戮、反黑人、黑人生存和死亡的不可估量的回应(已经在进行中)中,以及美利坚合众国持续存在的不公正现象?换句话说,黑人对我们的领域有重要意义吗?希望我们的识字研究领域最终将这一种族转变作为一个机构,我介绍了后白人取向以及种族理论(PRT)的实践,并在其他识字研究人员中主张种族识字的终身发展。简言之,本文旨在支持种族文学在扫盲研究领域的发展,目的是影响研究、实践和政策。
{"title":"If “Black Lives Matter in Literacy Research,” Then Take This Racial Turn: Developing Racial Literacies","authors":"Marcus Croom","doi":"10.1177/1086296X20967396","DOIUrl":"https://doi.org/10.1177/1086296X20967396","url":null,"abstract":"When I look back before 2020, before the murder of Mr. George Floyd in particular, and think about this special issue, “Black Lives Matter in Literacy Research,” a question comes to my mind: Are we, the field of literacy research, sure that we want to include literacy research among the incalculable responses (already in progress) to racist killings, anti-Blackness, Black living and dying, and ongoing injustices in the United States of America? In other words, will Black human beings matter to our field? With the hope that our field of literacy research is finally taking this racial turn as an institution, I introduce the post-White orientation as well as practice of race theory (PRT) and argue for the lifelong development of racial literacies among fellow literacy researchers. In short, this article is designed to support the development of racial literacies in the field of literacy research with the aim of affecting research, practice, and policy.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20967396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48954798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 18
Can I Get a Witness? Speculative Fiction as Testimony and Counterstory 我可以找证人吗?作为证词和反故事的投机小说
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2020-10-28 DOI: 10.1177/1086296x20966362
S. Toliver
Drawing on Black feminist/womanist storytelling and the three-dimensional narrative inquiry space, this article showcases how one Black girl uses speculative fiction as testimony and counterstory, calling for readers to bear witness to her experiences and inviting witnesses to respond to the negative experiences she faces as a Black girl in the United States. I argue that situating speculative fiction as counterstory creates space for Black girls to challenge dominant narratives and create new realities. Furthermore, I argue that considering speculative fiction as testimony provides another way for readers to engage in a dialogic process with Black girls, affirming their words as legitimate sources of knowledge. Witnessing Black girls’ stories is an essential component to literacy and social justice contexts that tout a humanizing approach to research. They are also vital for dismantling a system bent on the castigation and obliteration of Black girls’ pasts, presents, and futures.
本文运用黑人女权主义/女性主义的叙事方式,运用三维叙事探究空间,展示了一位黑人女孩如何用思辨小说作为证词和反故事,呼吁读者见证她的经历,并邀请证人回应她作为黑人女孩在美国所面临的负面经历。我认为,将投机小说定位为反故事,为黑人女孩挑战主流叙事并创造新的现实创造了空间。此外,我认为,将投机小说视为证词,为读者提供了与黑人女孩进行对话的另一种方式,肯定了她们的话是知识的合法来源。目睹黑人女孩的故事是扫盲和社会正义背景的重要组成部分,这些背景鼓吹一种人性化的研究方法。它们对于摧毁一个倾向于惩罚和抹杀黑人女孩的过去、现在和未来的制度也至关重要。
{"title":"Can I Get a Witness? Speculative Fiction as Testimony and Counterstory","authors":"S. Toliver","doi":"10.1177/1086296x20966362","DOIUrl":"https://doi.org/10.1177/1086296x20966362","url":null,"abstract":"Drawing on Black feminist/womanist storytelling and the three-dimensional narrative inquiry space, this article showcases how one Black girl uses speculative fiction as testimony and counterstory, calling for readers to bear witness to her experiences and inviting witnesses to respond to the negative experiences she faces as a Black girl in the United States. I argue that situating speculative fiction as counterstory creates space for Black girls to challenge dominant narratives and create new realities. Furthermore, I argue that considering speculative fiction as testimony provides another way for readers to engage in a dialogic process with Black girls, affirming their words as legitimate sources of knowledge. Witnessing Black girls’ stories is an essential component to literacy and social justice contexts that tout a humanizing approach to research. They are also vital for dismantling a system bent on the castigation and obliteration of Black girls’ pasts, presents, and futures.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296x20966362","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44306776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 23
Refusals, Re-Turns, and Retheorizations of Affective Literacies: A Thrice-Told Data Tale 情感文学的拒绝、再转向与再阐释:一个三次讲述的数据故事
IF 2.6 2区 教育学 Q1 Arts and Humanities Pub Date : 2020-10-28 DOI: 10.1177/1086296x20966317
J. Thiel, Bessie P. Dernikos
In this article, we playfully revisit the same data scene, but from three different perspectives. We call these revisits re-turns to data. These re-turns draw upon moments with young boys playing at a makerspace located in a multiracial, working-class community. This idea of re-turn is not simply about revisiting a data scene; it is about re-sensing the social and what it means to be human through feeling with blackness. We offer Crawley’s theory of sonic epistemologies as a way to think and feel blackness, that is, to create otherwise worlds/knowledges/subjects. We argue that tuning into the sonic—or feeling with blackness—can help literacy educators thinking with affect to sense and develop nonhumanist ways of knowing/being/doing literacy, while simultaneously acknowledging the potential dangers of reinscribing whiteness. We propose that retheorizing affect in relation to blackness is necessary for literacy education, research, and ultimately, collective healing and justice.
在本文中,我们有趣地重新访问了同一个数据场景,但从三个不同的角度来看。我们称这些重新访问为数据转向。这些转折利用了年轻男孩在一个多种族、工人阶级社区的创客空间玩耍的时刻。这种重新转向的想法不仅仅是重新访问数据场景;它是关于通过感受黑暗来重新感知社会以及作为人类意味着什么。我们提供克劳利的声音认识论理论作为一种思考和感受黑人的方式,也就是说,创造其他世界/知识/主题。我们认为,调谐到声音中——或感觉到黑人——可以帮助识字教育者进行情感思考,并发展非人道主义的识字方式,同时认识到重新塑造白人的潜在危险。我们建议,重新理论化与黑人有关的影响对于扫盲教育、研究以及最终的集体治愈和正义是必要的。
{"title":"Refusals, Re-Turns, and Retheorizations of Affective Literacies: A Thrice-Told Data Tale","authors":"J. Thiel, Bessie P. Dernikos","doi":"10.1177/1086296x20966317","DOIUrl":"https://doi.org/10.1177/1086296x20966317","url":null,"abstract":"In this article, we playfully revisit the same data scene, but from three different perspectives. We call these revisits re-turns to data. These re-turns draw upon moments with young boys playing at a makerspace located in a multiracial, working-class community. This idea of re-turn is not simply about revisiting a data scene; it is about re-sensing the social and what it means to be human through feeling with blackness. We offer Crawley’s theory of sonic epistemologies as a way to think and feel blackness, that is, to create otherwise worlds/knowledges/subjects. We argue that tuning into the sonic—or feeling with blackness—can help literacy educators thinking with affect to sense and develop nonhumanist ways of knowing/being/doing literacy, while simultaneously acknowledging the potential dangers of reinscribing whiteness. We propose that retheorizing affect in relation to blackness is necessary for literacy education, research, and ultimately, collective healing and justice.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296x20966317","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47066804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
期刊
Journal of Literacy Research
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1