Pub Date : 2022-05-03DOI: 10.1177/1086296X221098065
Usree Bhattacharya
Widely prevalent in a variety of educational contexts around the world, rote learning practices entail repetition techniques to acquire new knowledge. These practices have long been critiqued because of the emphasis on recall rather than deep understanding. Less attention has been directed, however, at the literacy ideologies underpinning such practices: specifically, how such practices shape what students perceive as learning and how they see themselves as learners. In order to examine this, I draw on data from an 8-year investigation into the language and literacy socialization of six young boys who lived at an orphanage and attended a village school in suburban New Delhi. In addition to uncovering ideologies related to rote learning practices, I show how students acted as “bad subjects” by discursively resisting socialization into passive learner subjectivities. The findings are then related to the reproduction of inequality within the educational system through literacy practices.
{"title":"“I Am a Parrot”: Literacy Ideologies and Rote Learning","authors":"Usree Bhattacharya","doi":"10.1177/1086296X221098065","DOIUrl":"https://doi.org/10.1177/1086296X221098065","url":null,"abstract":"Widely prevalent in a variety of educational contexts around the world, rote learning practices entail repetition techniques to acquire new knowledge. These practices have long been critiqued because of the emphasis on recall rather than deep understanding. Less attention has been directed, however, at the literacy ideologies underpinning such practices: specifically, how such practices shape what students perceive as learning and how they see themselves as learners. In order to examine this, I draw on data from an 8-year investigation into the language and literacy socialization of six young boys who lived at an orphanage and attended a village school in suburban New Delhi. In addition to uncovering ideologies related to rote learning practices, I show how students acted as “bad subjects” by discursively resisting socialization into passive learner subjectivities. The findings are then related to the reproduction of inequality within the educational system through literacy practices.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"113 - 136"},"PeriodicalIF":2.6,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44777547","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 : 2022-05-02DOI: 10.1177/1086296X221096676
Chris K. Chang‐Bacon, S. Colomer
A majority of U.S. states have established a “Seal of Biliteracy” (SoBL) to recognize students’ multilingualism. Primarily under the purview of bilingual and world language education, the field of literacy research has remained largely silent on these seals. Yet, the authority these seals grant to state institutions for credentialing literacy has substantial implications for literacy research. This study analyzes 23 states that established a SoBL through legislative action. Informed by the study of seals as an ancient literacy practice, we draw on policy and visual discourse analysis to analyze state laws alongside the visual seals themselves. Incorporating theories of whiteness as property, we examine dynamics of racial, linguistic, and educational privilege to put forth a framework of biliteracy as property. Although we laud the growing popularity of the SoBL, we also caution against ceding authority to the state to assess, award, and “authenticate” biliteracy as a form of property.
{"title":"Biliteracy as Property: Promises and Perils of the Seal of Biliteracy","authors":"Chris K. Chang‐Bacon, S. Colomer","doi":"10.1177/1086296X221096676","DOIUrl":"https://doi.org/10.1177/1086296X221096676","url":null,"abstract":"A majority of U.S. states have established a “Seal of Biliteracy” (SoBL) to recognize students’ multilingualism. Primarily under the purview of bilingual and world language education, the field of literacy research has remained largely silent on these seals. Yet, the authority these seals grant to state institutions for credentialing literacy has substantial implications for literacy research. This study analyzes 23 states that established a SoBL through legislative action. Informed by the study of seals as an ancient literacy practice, we draw on policy and visual discourse analysis to analyze state laws alongside the visual seals themselves. Incorporating theories of whiteness as property, we examine dynamics of racial, linguistic, and educational privilege to put forth a framework of biliteracy as property. Although we laud the growing popularity of the SoBL, we also caution against ceding authority to the state to assess, award, and “authenticate” biliteracy as a form of property.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"182 - 207"},"PeriodicalIF":2.6,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47011933","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 : 2022-04-28DOI: 10.1177/1086296X221096671
Daniel E. Ferguson, Amélie Lemieux
In processing the impact of the pandemic amidst other global crises, we found rereading Brandt and Clinton's “The Limits of the Local” article, published 20 years ago next year, to offer much, both theoretically and practically. Written within its own tumultuous time, according to its editors, it argues for transcontextualizing accounts of literacy and employing thingness as a means to subvert local/global dichotomies in literacy studies. In this essay, we reflect on this work 20 years later, and propose an extension of Brandt and Clinton's transcontextualizing perspective through an affirmative ontology of éclosion. We hope this actualization will provide an orientation for furthering transcontextual literacy studies that meet the urgency of our own tumultuous times.
{"title":"Éclosions in Literacy Research: Rereading Brandt and Clinton’s “Limits of the Local”","authors":"Daniel E. Ferguson, Amélie Lemieux","doi":"10.1177/1086296X221096671","DOIUrl":"https://doi.org/10.1177/1086296X221096671","url":null,"abstract":"In processing the impact of the pandemic amidst other global crises, we found rereading Brandt and Clinton's “The Limits of the Local” article, published 20 years ago next year, to offer much, both theoretically and practically. Written within its own tumultuous time, according to its editors, it argues for transcontextualizing accounts of literacy and employing thingness as a means to subvert local/global dichotomies in literacy studies. In this essay, we reflect on this work 20 years later, and propose an extension of Brandt and Clinton's transcontextualizing perspective through an affirmative ontology of éclosion. We hope this actualization will provide an orientation for furthering transcontextual literacy studies that meet the urgency of our own tumultuous times.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"208 - 215"},"PeriodicalIF":2.6,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42840526","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 : 2022-03-01DOI: 10.1177/1086296X221076452
Troy Potter
Since the 1990s, there have been increasing calls to “queer” curricula in order to challenge gender and sexuality norms. In this article, I develop a model of queer literacies that understands queer to encompass anti-normative ways of being and recognizes the agentic potential of queer objects to disorient individuals and spaces. I challenge educators to become sponsors of queer literacies in order to disrupt a range of normative ideologies and open up future possibilities in which difference is acknowledged and accepted. I conclude the article by illustrating how a queer object, Shaun Tan's picture book Cicada (2018), might be read using a queer literacies approach to promote critical literacy, social justice, and well-being.
{"title":"Queer Literacies: Queer Objects, Disorientation, and Sponsors of Literacy","authors":"Troy Potter","doi":"10.1177/1086296X221076452","DOIUrl":"https://doi.org/10.1177/1086296X221076452","url":null,"abstract":"Since the 1990s, there have been increasing calls to “queer” curricula in order to challenge gender and sexuality norms. In this article, I develop a model of queer literacies that understands queer to encompass anti-normative ways of being and recognizes the agentic potential of queer objects to disorient individuals and spaces. I challenge educators to become sponsors of queer literacies in order to disrupt a range of normative ideologies and open up future possibilities in which difference is acknowledged and accepted. I conclude the article by illustrating how a queer object, Shaun Tan's picture book Cicada (2018), might be read using a queer literacies approach to promote critical literacy, social justice, and well-being.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"98 - 106"},"PeriodicalIF":2.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49049665","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 : 2022-03-01DOI: 10.1177/1086296x221076610
E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar
A common theme in this volume is labels and the impact of categories assigned to learners in educational contexts. These labels have an effect not only on students’ literacy learning experiences but also on their lifelong humanity. Whether the label indicates “dis/ability,” “individualist,” “refugee,” or “queer,” critical literacy studies such as those detailed in this volume have implications for both the field of literacy studies and on-the-ground pedagogy and assessment practices. In “Student-Generated Questions in Literacy Learning and Assessment,” Maplethorpe, Kim, Hunte, Vincett, and Jang examine students’ questioning abilities. Their findings indicate that the quality of student-generated questions is related to reading comprehension abilities and text genre as well as affective factors including attitude toward writing and students’ own perceived understanding of the texts they read. Implications for both pedagogy and assessment are discussed. In “‘I Don’t Feel I’m Capable of More’: Affect, Literacy, Dis/ability,” Bacon, Rolim, and Humaidan draw on case study data to examine the literacy trajectory of an individual with entangled identities. The authors examine the long-term effects of labeling and categorizing learners in the name of literacy education without attending to the human consequences of these practices. As they argue, affect theories, new materialism, and critical dis/ability studies serve as powerful tools for (re)framing research to reveal injustices that should not be overlooked. Drawing on this analysis, it is easy to see how this call to reframe data could similarly be used to interrogate labels related to race, refugee status, gender, and sexuality. In “Neoliberal Logics: An Analysis of Texas STAAR Exam Writing Prompts,” Jacobson and Bach apply critical discourse analysis to writing prompts used on statewide writing tests in Texas. They find that market-oriented, dominant discourses permeate the tests. Students are prompted to adopt perspectives that reinforce individualism and self-reliance over collective responses that prioritize social justice and deep understandings of genuine multiculturalism. The authors call for critical pedagogies that allow teachers and students to resist dominant discourses and the effects of these labels and discourses in academic settings. In “Afghan Refugee Children’s Literacy in a First-Asylum Country,” Sadiq takes on the understudied area of refugee students in first-asylum countries. He calls for literacy educators to better understand the ramifications of living in permanent resettlement locations. Often literacy practices in first-asylum countries are confined to homes and include reading and writing in multiple languages. Storytelling and religious Editorial
{"title":"Categorization in Literacy Contexts: The Short-Term and Long-Term Effects of Labeling Students and Their Literacies","authors":"E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar","doi":"10.1177/1086296x221076610","DOIUrl":"https://doi.org/10.1177/1086296x221076610","url":null,"abstract":"A common theme in this volume is labels and the impact of categories assigned to learners in educational contexts. These labels have an effect not only on students’ literacy learning experiences but also on their lifelong humanity. Whether the label indicates “dis/ability,” “individualist,” “refugee,” or “queer,” critical literacy studies such as those detailed in this volume have implications for both the field of literacy studies and on-the-ground pedagogy and assessment practices. In “Student-Generated Questions in Literacy Learning and Assessment,” Maplethorpe, Kim, Hunte, Vincett, and Jang examine students’ questioning abilities. Their findings indicate that the quality of student-generated questions is related to reading comprehension abilities and text genre as well as affective factors including attitude toward writing and students’ own perceived understanding of the texts they read. Implications for both pedagogy and assessment are discussed. In “‘I Don’t Feel I’m Capable of More’: Affect, Literacy, Dis/ability,” Bacon, Rolim, and Humaidan draw on case study data to examine the literacy trajectory of an individual with entangled identities. The authors examine the long-term effects of labeling and categorizing learners in the name of literacy education without attending to the human consequences of these practices. As they argue, affect theories, new materialism, and critical dis/ability studies serve as powerful tools for (re)framing research to reveal injustices that should not be overlooked. Drawing on this analysis, it is easy to see how this call to reframe data could similarly be used to interrogate labels related to race, refugee status, gender, and sexuality. In “Neoliberal Logics: An Analysis of Texas STAAR Exam Writing Prompts,” Jacobson and Bach apply critical discourse analysis to writing prompts used on statewide writing tests in Texas. They find that market-oriented, dominant discourses permeate the tests. Students are prompted to adopt perspectives that reinforce individualism and self-reliance over collective responses that prioritize social justice and deep understandings of genuine multiculturalism. The authors call for critical pedagogies that allow teachers and students to resist dominant discourses and the effects of these labels and discourses in academic settings. In “Afghan Refugee Children’s Literacy in a First-Asylum Country,” Sadiq takes on the understudied area of refugee students in first-asylum countries. He calls for literacy educators to better understand the ramifications of living in permanent resettlement locations. Often literacy practices in first-asylum countries are confined to homes and include reading and writing in multiple languages. Storytelling and religious Editorial","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"36 11","pages":"3 - 4"},"PeriodicalIF":2.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41304040","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 : 2022-02-11DOI: 10.1177/1086296X221076420
Heidi R. Bacon, Paula Rolim, Abdulsamad Y. Humaidan
In this single-case retrospective study, we examine the phenomenon of difficult experiences in schooling and literacy as described by Diana, age 25. Drawing on convergent theories of affect, new materialism, and critical dis/ability studies, we explore educational trajectories and complexities of entangled identities. Four open-ended interviews, a series of conversations, were conducted with Diana and analyzed through a rhizomatic lens. Our analysis illustrates Diana's participation histories and literacy trajectories (re)presenting dis/continuities of past, present, and future time, which bring to life emotional collisions, ruptures, and possibilities. As difficult experiences compel us to witness and to bear testimony, we address potential social and human consequences of labels and categories and argue that a new materialist approach to literacy research and critical dis/ability studies can powerfully frame research that calls out injustice and cultivates hope.
{"title":"“I Don’t Feel I’m Capable of More”: Affect, Literacy, Dis/Ability","authors":"Heidi R. Bacon, Paula Rolim, Abdulsamad Y. Humaidan","doi":"10.1177/1086296X221076420","DOIUrl":"https://doi.org/10.1177/1086296X221076420","url":null,"abstract":"In this single-case retrospective study, we examine the phenomenon of difficult experiences in schooling and literacy as described by Diana, age 25. Drawing on convergent theories of affect, new materialism, and critical dis/ability studies, we explore educational trajectories and complexities of entangled identities. Four open-ended interviews, a series of conversations, were conducted with Diana and analyzed through a rhizomatic lens. Our analysis illustrates Diana's participation histories and literacy trajectories (re)presenting dis/continuities of past, present, and future time, which bring to life emotional collisions, ruptures, and possibilities. As difficult experiences compel us to witness and to bear testimony, we address potential social and human consequences of labels and categories and argue that a new materialist approach to literacy research and critical dis/ability studies can powerfully frame research that calls out injustice and cultivates hope.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"51 - 73"},"PeriodicalIF":2.6,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46618086","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 : 2022-02-10DOI: 10.1177/1086296X221076436
Lois Maplethorpe, Hyunah Kim, Melissa R. Hunte, M. Vincett, E. Jang
This study investigated the extent to which students’ questioning ability is associated with their literacy abilities, attitudes, perceived text understanding, and interest in the text they read. We further examined these relationships by the type of text they read to generate questions. Fifth- and sixth-grade students (N = 89) were asked to generate three questions after reading two different types of text. The students also completed reading comprehension and writing tests, as well as a questionnaire about their attitude toward literacy, perceived text understanding, and interest in the text. A hierarchical regression analysis showed that the quality of student-generated questions was predicted by reading comprehension ability, a positive attitude toward writing, and perceived level of understanding of the text, with strong effects related to text genre. We explore the implications of these findings on current pedagogy and assessment practices in literacy education and suggest areas for further research.
{"title":"Student-Generated Questions in Literacy Education and Assessment","authors":"Lois Maplethorpe, Hyunah Kim, Melissa R. Hunte, M. Vincett, E. Jang","doi":"10.1177/1086296X221076436","DOIUrl":"https://doi.org/10.1177/1086296X221076436","url":null,"abstract":"This study investigated the extent to which students’ questioning ability is associated with their literacy abilities, attitudes, perceived text understanding, and interest in the text they read. We further examined these relationships by the type of text they read to generate questions. Fifth- and sixth-grade students (N = 89) were asked to generate three questions after reading two different types of text. The students also completed reading comprehension and writing tests, as well as a questionnaire about their attitude toward literacy, perceived text understanding, and interest in the text. A hierarchical regression analysis showed that the quality of student-generated questions was predicted by reading comprehension ability, a positive attitude toward writing, and perceived level of understanding of the text, with strong effects related to text genre. We explore the implications of these findings on current pedagogy and assessment practices in literacy education and suggest areas for further research.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"74 - 97"},"PeriodicalIF":2.6,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42136937","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 : 2022-02-07DOI: 10.1177/1086296X221076431
Assadullah Sadiq
Most refugees in countries of permanent resettlement arrive from first-asylum countries – countries where refugees initially move to escape crisis in their homelands. Their pre-resettlement educational experiences have largely been undocumented. This qualitative ethnographic study describes the literacy practices of four elementary-aged Afghan refugee children in Pakistan. The findings revealed rich and various literacy practices these children and their families engaged in at home and beyond, such as practicing religious supplications or engaging in storytelling, trying to read and write in Urdu and English, reading the Quran or religious supplications, and helping others with their own literacy development. The parents and guardians highly valued literacy and believed it instilled manners, morals, and essential skills in their children. This research includes important implications for teachers working with refugee students.
{"title":"Leading Literate Lives: Afghan Refugee Children in a First-Asylum Country","authors":"Assadullah Sadiq","doi":"10.1177/1086296X221076431","DOIUrl":"https://doi.org/10.1177/1086296X221076431","url":null,"abstract":"Most refugees in countries of permanent resettlement arrive from first-asylum countries – countries where refugees initially move to escape crisis in their homelands. Their pre-resettlement educational experiences have largely been undocumented. This qualitative ethnographic study describes the literacy practices of four elementary-aged Afghan refugee children in Pakistan. The findings revealed rich and various literacy practices these children and their families engaged in at home and beyond, such as practicing religious supplications or engaging in storytelling, trying to read and write in Urdu and English, reading the Quran or religious supplications, and helping others with their own literacy development. The parents and guardians highly valued literacy and believed it instilled manners, morals, and essential skills in their children. This research includes important implications for teachers working with refugee students.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"28 - 50"},"PeriodicalIF":2.6,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42217959","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 : 2022-01-28DOI: 10.1177/1086296X221076421
Brad Jacobson, A. Bach
This article adds to a growing body of research tracing the influence of neoliberal education reforms on policy and practice by showing the ways in which student writers are positioned within market-oriented discourses and values through Texas state exam writing prompts. As a genre-in-use, the writing prompts are seemingly mundane texts that privilege certain perspectives for viewing the world. This article uses critical discourse analysis to examine seven years of Texas state exam high school writing prompts, focusing on how the grammatical design of the prompts and the recontextualization of informational texts or quotes demonstrate traces of neoliberal logics such as individualism, self-reliance, and superficial multiculturalism. We call for critical pedagogies that help teachers and students resist the naturalization of dominant discourses and imagine collective responses to creating a more just world.
{"title":"Neoliberal Logics: An Analysis of Texas’s STAAR Exam Writing Prompts","authors":"Brad Jacobson, A. Bach","doi":"10.1177/1086296X221076421","DOIUrl":"https://doi.org/10.1177/1086296X221076421","url":null,"abstract":"This article adds to a growing body of research tracing the influence of neoliberal education reforms on policy and practice by showing the ways in which student writers are positioned within market-oriented discourses and values through Texas state exam writing prompts. As a genre-in-use, the writing prompts are seemingly mundane texts that privilege certain perspectives for viewing the world. This article uses critical discourse analysis to examine seven years of Texas state exam high school writing prompts, focusing on how the grammatical design of the prompts and the recontextualization of informational texts or quotes demonstrate traces of neoliberal logics such as individualism, self-reliance, and superficial multiculturalism. We call for critical pedagogies that help teachers and students resist the naturalization of dominant discourses and imagine collective responses to creating a more just world.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"54 1","pages":"5 - 27"},"PeriodicalIF":2.6,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47912442","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 : 2021-12-01DOI: 10.1177/1086296x211052453
E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar
Literate identities are central to the articles presented in this volume, in which contributors interrogate traditional and historical approaches to literacy education. Deficit models inevitably racialize literacies while centering (male) whiteness and decentering learners and their experiences. As the pieces herein illustrate, nearly every aspect of literacy education is affected by deficit perspectives: Testing and assessment, teacher education, student engagement, and classroom practice can all perpetuate deficit views of students and their families. The authors whose work is included in this volume use empirical research to propose practical pedagogical tools that move literacy educators away from deficit and debt models of education and instruction. In so doing, literate identities are not racially marginalized, and nonwhite students are centered rather than othered. Across this volume, we begin to answer the question, What can and should anti-racist, anti-deficit literacy education look like? In “Gateway Moments to Literate Identities,” Enright, Wong, and Sanchez examine literate identities among minoritized high school students. While deficit models racially marginalize the literate identities of Students of color, authoritative literate identities center learners and their identities, languages, and linguistic repertoires. These authors assert that teachers must make instructional choices that reject the former and promote the latter. In their article, “Always at the Bottom: Ideologies in Assessment of Emergent Bilinguals,” Ascenzi-Moreno and Seltzer use translanguaging and raciolinguistic lenses to explore the role of multilingual resources in assessing the reading achievement of emergent bilingual students. While assessment can be problematic for emergent bilinguals in general, they are particularly fraught for Language Learners of color. The authors therefore conclude that existing reading assessments are racialized and call for the development of unbiased assessment tools. In “How Feeling Supports Students’ Classroom Discussions of Literature,” Levine, Trepper, Chung, and Coehlo take on affective evaluation—a form of self-assessment in which readers reflect on their own responses to texts. When deployed in high school classrooms, affective discussions and self-evaluation move students beyond “one right answer” to engage with broader interpretations and more thoughtful discussions that center learners over institutions. Sciurba’s “Black Youth Poetry of 2020 and Reimagined Literacies” applies a critical literacy lens to a discourse analysis of student-written poetry. In this study, the poetry of a Black youth serves as a means to process anti-Blackness in general and in relation to policing practices specifically. Sciurba concludes by offering best Editorial
{"title":"Centering Learners: Literate Identities and Literacy Education","authors":"E. Bauer, Catherine Compton-Lilly, Guofang Li, Aria Razfar","doi":"10.1177/1086296x211052453","DOIUrl":"https://doi.org/10.1177/1086296x211052453","url":null,"abstract":"Literate identities are central to the articles presented in this volume, in which contributors interrogate traditional and historical approaches to literacy education. Deficit models inevitably racialize literacies while centering (male) whiteness and decentering learners and their experiences. As the pieces herein illustrate, nearly every aspect of literacy education is affected by deficit perspectives: Testing and assessment, teacher education, student engagement, and classroom practice can all perpetuate deficit views of students and their families. The authors whose work is included in this volume use empirical research to propose practical pedagogical tools that move literacy educators away from deficit and debt models of education and instruction. In so doing, literate identities are not racially marginalized, and nonwhite students are centered rather than othered. Across this volume, we begin to answer the question, What can and should anti-racist, anti-deficit literacy education look like? In “Gateway Moments to Literate Identities,” Enright, Wong, and Sanchez examine literate identities among minoritized high school students. While deficit models racially marginalize the literate identities of Students of color, authoritative literate identities center learners and their identities, languages, and linguistic repertoires. These authors assert that teachers must make instructional choices that reject the former and promote the latter. In their article, “Always at the Bottom: Ideologies in Assessment of Emergent Bilinguals,” Ascenzi-Moreno and Seltzer use translanguaging and raciolinguistic lenses to explore the role of multilingual resources in assessing the reading achievement of emergent bilingual students. While assessment can be problematic for emergent bilinguals in general, they are particularly fraught for Language Learners of color. The authors therefore conclude that existing reading assessments are racialized and call for the development of unbiased assessment tools. In “How Feeling Supports Students’ Classroom Discussions of Literature,” Levine, Trepper, Chung, and Coehlo take on affective evaluation—a form of self-assessment in which readers reflect on their own responses to texts. When deployed in high school classrooms, affective discussions and self-evaluation move students beyond “one right answer” to engage with broader interpretations and more thoughtful discussions that center learners over institutions. Sciurba’s “Black Youth Poetry of 2020 and Reimagined Literacies” applies a critical literacy lens to a discourse analysis of student-written poetry. In this study, the poetry of a Black youth serves as a means to process anti-Blackness in general and in relation to policing practices specifically. Sciurba concludes by offering best Editorial","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":"53 1","pages":"435 - 436"},"PeriodicalIF":2.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969567","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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