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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 Q2 EDUCATION & EDUCATIONAL RESEARCH 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。
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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 Q2 EDUCATION & EDUCATIONAL RESEARCH 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。
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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 Q2 EDUCATION & EDUCATIONAL RESEARCH 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。
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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 Q2 EDUCATION & EDUCATIONAL RESEARCH 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。
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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 Q2 EDUCATION & EDUCATIONAL RESEARCH 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。
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引用次数: 10
“Hey, Black Child. Do You Know Who You Are?” Using African Diaspora Literacy to Humanize Blackness in Early Childhood Education “嘿,黑孩子。你知道你是谁吗?”利用散居非洲人扫盲在幼儿教育中实现黑人的人性化
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-10-26 DOI: 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.
这篇文章探讨了教师和教师教育工作者之间的合作关系,打破了以黑人的美丽和光辉取代白人的统治地位的殖民早期儿童课程。我们探讨了以下研究问题:“在一年级的课堂上,以非洲为中心的立场进行教学有什么好处?”我们采用包括非洲文化原则在内的非洲中心主义作为范式,我们的理论透镜是批判种族理论和黑人批判理论。我们的Sankofa方法显示,非洲散居文化培养了(a)积极的种族和性别认同,(b)社区认同,(c)积极的语言认同,以帮助孩子们爱自己、爱他们的历史和他们的民族。我们以暗示结束。
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引用次数: 18
Identity, Diversity, and Inclusion: Literacy Practices Across Educational Contexts 身份、多样性和包容性:跨教育背景的扫盲实践
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-08-08 DOI: 10.1177/1086296x20940111
E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar
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引用次数: 0
Critically Literate Citizenship: Moments and Movements in Second Grade 批判性识字公民:二年级的时刻和运动
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-07-21 DOI: 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.
随着K-12学校重新强调公民教育,教育工作者和政治家呼吁年轻人参与公民行动。值得考虑的是,哪些想法被采纳,哪些表演被认为具有足够的批判性,哪些行动被学校认可为公民参与。从纽约市二年级学生的案例研究中,我从公民参与的超可见表达中移开,展示了孩子们如何在日常的普通时刻进行批判性读写和公民行动。除了社会行动的公开展示,我们如何培养具有批判性素养的公民,他们在日常生活中质疑、扰乱和参与公民活动?贯穿这篇文章的重点是孩子们对不同身份和实践(例如,宗教、种族、性别、政治)的疑问、探究和紧张。在以儿童的政治议程为中心的过程中,我认为公民参与的产生是在导致社会运动的课程、对话和游戏时刻中体现出来的。
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引用次数: 11
An Analysis of 15 Journals’ Literacy Content, 2007–2016 2007-2016年15种期刊素养内容分析
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-07-18 DOI: 10.1177/1086296X20939551
Seth A. Parsons, Melissa A. Gallagher, A. B. Leggett, Samantha T. Ives, Michelle Lague
In this content analysis, a research team examined the articles in 15 journals published over a span of 10 years to obtain an overview of the current field of literacy. Researchers coded the topics, theoretical perspectives, designs, and data sources in a total of 4,305 literacy-related articles. Analyses revealed statistically significant differences in the topics, perspectives, designs, and data sources among literacy articles in journals written for practitioners, those written for researchers, and those written for both practitioners and researchers. Although the topics in journals written for practitioners somewhat reflected the content of those written for researchers, results demonstrated a need to diversify methods used in articles published in journals written for researchers. We argue that this diversity is likely to enhance the ability of research to build the knowledge base in our field.
在这项内容分析中,一个研究小组检查了10年来发表在15种期刊上的文章,以获得当前识字领域的概述。研究人员对总共4305篇与读写能力相关的文章的主题、理论观点、设计和数据来源进行了编码。分析显示,在为从业者写的、为研究人员写的、为从业者和研究人员都写的期刊上的素养文章中,在主题、观点、设计和数据来源方面存在统计学上的显著差异。尽管为从业者撰写的期刊上的主题在一定程度上反映了为研究人员撰写的内容,但结果表明,在为研究人员撰写的期刊上发表的文章中使用的方法需要多样化。我们认为,这种多样性可能会增强研究在我们的领域建立知识库的能力。
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引用次数: 9
Challenging Native Speakerism in Literacy Research and Education 在扫盲研究和教育中挑战土著语言主义
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-07-16 DOI: 10.1177/1086296X20939558
G. Kim
Scholars have examined the myth of Asian Americans and Pacific Islanders (AAPIs) as model minorities in education and specifically within mathematics education, yet less is known about how this myth reveals an intersection of race and language that shapes the experiences of AAPIs in the literacy field. In this article, I argue that a monolingual model rooted in nativist ideologies of English is part and parcel of AAPIs’ racialization as model minorities and forever foreigners. Drawing from AAPI and literacy studies as well as autoethnographic insights, I further argue that the positioning of AAPIs in literacy research illustrates its Eurocentric legacy. This Insights article seeks to raise awareness of a racialized native speaker ethos of literacy research and education, and to call for more literacy research on AAPIs—an invisible minority within the field. Implications include expanding notions of literacy with varied and global perspectives through more research with and from multilingual nondominant communities.
学者们已经研究了亚裔美国人和太平洋岛民(aapi)作为教育特别是数学教育中的模范少数民族的神话,但很少有人知道这个神话如何揭示种族和语言的交集,塑造了aapi在读写领域的经历。在本文中,我认为根植于英语本土主义意识形态的单语模式是亚太裔作为模范少数民族和永远的外国人的种族化的重要组成部分。从亚太裔和扫盲研究以及自身民族志的见解中,我进一步认为,亚太裔在扫盲研究中的定位说明了其以欧洲为中心的遗产。这篇文章旨在提高人们对扫盲研究和教育中母语人士种族化的意识,并呼吁对aapi(该领域内一个看不见的少数民族)进行更多的扫盲研究。影响包括通过与多语言非主流社区进行更多的研究,以不同的和全球的视角扩展扫盲的概念。
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引用次数: 5
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Journal of Literacy Research
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