Pub Date : 2020-10-29DOI: 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.
{"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":"52 1","pages":"432 - 455"},"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}
Pub Date : 2020-10-29DOI: 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.
{"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":"52 1","pages":"382 - 405"},"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}
Pub Date : 2020-10-28DOI: 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.
{"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":"52 1","pages":"456 - 481"},"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}
Pub Date : 2020-10-28DOI: 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.
{"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":"52 1","pages":"507 - 529"},"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}
Pub Date : 2020-10-28DOI: 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.
{"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":"52 1","pages":"530 - 552"},"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}
Pub Date : 2020-10-28DOI: 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.
{"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":"52 1","pages":"482 - 506"},"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}
Pub Date : 2020-10-26DOI: 10.1177/1086296x20967393
Kamania Wynter-Hoyte, Mukkaramah Smith
This article examines the partnership between a teacher and teacher educator disrupting a colonized early childhood curriculum that fosters a dominance of whiteness by replacing it with the beauty and brilliance of Blackness. We explore the following research question: “What are the affordances of teaching from an Afrocentric stance in a first-grade classroom?” We employ Afrocentrism, which includes African cultural principles as the paradigm, and our theoretical lenses are Critical Race Theory and Black Critical Theory. Our Sankofa methodology revealed that African Diaspora literacies fostered (a) positive racial and gender identities, (b) community, and (c) positive linguistic identities in the work to help children to love themselves, their histories, and their peoples. We close with implications.
{"title":"“Hey, Black Child. Do You Know Who You Are?” Using African Diaspora Literacy to Humanize Blackness in Early Childhood Education","authors":"Kamania Wynter-Hoyte, Mukkaramah Smith","doi":"10.1177/1086296x20967393","DOIUrl":"https://doi.org/10.1177/1086296x20967393","url":null,"abstract":"This article examines the partnership between a teacher and teacher educator disrupting a colonized early childhood curriculum that fosters a dominance of whiteness by replacing it with the beauty and brilliance of Blackness. We explore the following research question: “What are the affordances of teaching from an Afrocentric stance in a first-grade classroom?” We employ Afrocentrism, which includes African cultural principles as the paradigm, and our theoretical lenses are Critical Race Theory and Black Critical Theory. Our Sankofa methodology revealed that African Diaspora literacies fostered (a) positive racial and gender identities, (b) community, and (c) positive linguistic identities in the work to help children to love themselves, their histories, and their peoples. We close with implications.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"52 1","pages":"406 - 431"},"PeriodicalIF":2.6,"publicationDate":"2020-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296x20967393","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45749679","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}
Pub Date : 2020-07-21DOI: 10.1177/1086296X20939557
Haeny S. Yoon
With renewed emphasis on civic education in K–12 schools, educators and politicians call for young people to engage in civic action. Worth considering are the kinds of ideas taken up, the performances deemed critical enough, and actions recognized in schools as civic engagement. Drawing from a case study of second graders in New York City (NYC), I move away from hypervisible expressions of civic participation to show how children take up critical literacy and civic action through everyday, ordinary moments. Beyond public displays of social action, how do we build up critically literate citizens who question, disrupt, and engage civically in their daily lives? Highlighted throughout this article are children’s questions, inquiries, and tensions around diverse identities and practices (e.g., religion, race, gender, politics). In centering children’s political agendas, I argue that the production of civic engagement is lived out in the curricular, conversational, and playful moments leading up to social movements.
{"title":"Critically Literate Citizenship: Moments and Movements in Second Grade","authors":"Haeny S. Yoon","doi":"10.1177/1086296X20939557","DOIUrl":"https://doi.org/10.1177/1086296X20939557","url":null,"abstract":"With renewed emphasis on civic education in K–12 schools, educators and politicians call for young people to engage in civic action. Worth considering are the kinds of ideas taken up, the performances deemed critical enough, and actions recognized in schools as civic engagement. Drawing from a case study of second graders in New York City (NYC), I move away from hypervisible expressions of civic participation to show how children take up critical literacy and civic action through everyday, ordinary moments. Beyond public displays of social action, how do we build up critically literate citizens who question, disrupt, and engage civically in their daily lives? Highlighted throughout this article are children’s questions, inquiries, and tensions around diverse identities and practices (e.g., religion, race, gender, politics). In centering children’s political agendas, I argue that the production of civic engagement is lived out in the curricular, conversational, and playful moments leading up to social movements.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"52 1","pages":"293 - 315"},"PeriodicalIF":2.6,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1086296X20939557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43970382","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}
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