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How Feeling Supports Students’ Interpretive Discussions About Literature 情感如何支持学生文学解释性讨论
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-11-15 DOI: 10.1177/1086296x211052249
S. Levine, Karoline Trepper, Rosalie Hiuyan Chung, Raquel Coelho
Research indicates that feeling is fundamental to the multilayered experience of literary interpretation. However, despite great strides in U.S. high school classrooms, discussions about literature are still often characterized by known-answer discourses that exclude feeling. This article builds on small-scale studies of affective evaluation, an interpretive approach in which readers attend to and reflect on their feeling-based responses to texts. Those studies, focused on individual students, showed that when responding to texts with feeling, students were more likely to build multilayered interpretations as opposed to summary or one-dimensional thematic interpretations. The current study explores affective evaluation in the more complex arena of class discussion, where known-answer discourses are particularly entrenched. We compared the same teachers and students using affective evaluation in one discussion, but not the other. Discussions using affective evaluation were correlated with increased multidimensional interpretation, adding to evidence that feeling enriches students’ literary sense-making and disrupts known-answer discourses.
研究表明,感觉是文学阐释的多层次体验的基础。然而,尽管在美国高中课堂上取得了长足的进步,但关于文学的讨论仍然经常以排除情感的已知答案话语为特征。本文建立在对情感评价的小规模研究的基础上,情感评价是一种解释性的方法,读者可以关注和反思他们对文本的基于感觉的反应。这些针对个别学生的研究表明,当对文本做出有感觉的回应时,学生更有可能建立多层次的解释,而不是总结或一维的主题解释。目前的研究探索了课堂讨论中更复杂的领域中的情感评价,在课堂讨论中,已知答案话语尤其根深蒂固。我们在一次讨论中比较了同样的教师和学生使用情感评价的情况,但在另一次中没有。使用情感评价的讨论与增加的多维解释相关,这进一步证明了情感丰富了学生的文学感,扰乱了已知的答案话语。
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引用次数: 6
Coaching Using Racial Literacy in Preservice Teacher Education 在职前教师教育中运用种族素养指导
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-28 DOI: 10.1177/1086296X211052246
Melissa Mosley Wetzel, Ann Daly, Kira Leekeenan, N. Svrcek
Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that has explored how teachers engage in developing understandings about race in relation to their practice using discursive tools of racial literacy. We ask, How do three White teachers draw on race discourses that are racist and anti-racist within the context of one coaching event, a post-conference? Using critical discourse analysis, we describe and interpret how race discourses were drawn upon and disrupted in the conference. We conclude with a discussion of the racial literacy practices that have promise in this coaching context and in other professional settings.
基于以种族、种族主义和反种族主义为中心的理论框架,本研究探讨了职前扫盲教师教育的辅导会议。在课堂上,教师经常遇到社区的干扰;然而,这些干扰通常被视为需要解决的问题,并且在不询问种族话语的情况下得到解决。这项研究建立在之前的研究基础上,该研究探讨了教师如何在使用种族素养的话语工具的实践中发展对种族的理解。我们问,三位白人教师如何在一次辅导活动,一次会后的背景下,利用种族主义和反种族主义的言论?通过批判性话语分析,我们描述和解释了种族话语是如何在会议中被利用和破坏的。最后,我们讨论了在这种指导背景下和其他专业环境中有希望的种族扫盲实践。
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引用次数: 3
Black Youth Poetry of 2020 and Reimagined Literacies 2020年黑人青年诗歌和重新想象的文学
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-25 DOI: 10.1177/1086296X211052264
Katie Sciurba
In response to anti-Black policing in 2020 that led to the deaths of George Floyd and Breonna Taylor, Black children and teens turned to poetry as a means to channel their self-described terror, rage, pain, horror, tiredness, and need for change. Reminiscent of the poetry of the Black Arts Movement and works published in The Black Panther newspaper, these poems, many of which call for a “revolution,” are reflective of young people’s critical engagements with the world and the word. With critical literacy as a framework, I engage in critical discourse analysis to determine how the young poets reimagine literacy as they protest anti-Black policing and racism. By focusing on young people’s own grassroots literacy initiatives, which call for the reimagination of blackness and whiteness, and demand truth, justice, and reimagined futures, I demonstrate how educators can reimagine literacy practices to center students’ criticalities and prioritize racial justice.
作为对2020年导致乔治·弗洛伊德和布伦娜·泰勒死亡的反黑人警察的回应,黑人儿童和青少年将诗歌作为一种手段,来传递他们自称的恐怖、愤怒、痛苦、恐怖、疲惫和改变的需要。这些诗歌让人想起了黑人艺术运动的诗歌和《黑豹报》上发表的作品,其中许多呼吁“革命”,反映了年轻人对世界和世界的批判。以批判性识字为框架,我进行批判性话语分析,以确定年轻诗人在抗议反黑人警察和种族主义时如何重新构想识字。通过关注年轻人自己的基层扫盲倡议,这些倡议呼吁重新想象黑人和白人,并要求真相、正义和重新想象未来,我展示了教育工作者如何重新构想扫盲实践,以集中学生的批评并优先考虑种族正义。
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引用次数: 1
Gateway Moments to Literate Identities 通往文学身份的门户时刻
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-25 DOI: 10.1177/1086296X211052260
K. Enright, Joanna W. Wong, Sergio L. Sanchez
Drawing from theories of identity, language, and race, we conceptualize gateway moments to literate identities in high school English language arts classrooms enrolling language-minoritized youth. Gateways were interactions that afforded particular kinds of literate identities for youth. Deficit literate identities often invoked racialized language and literacy ideologies; authoritative literate identities engaged youths’ full cultural and linguistic repertoires to create and critique knowledge. Occasionally, youth enacted authoritative classroom literate identities alongside or in response to dominant deficit frames of their literate abilities during planned and spontaneous classroom interaction. We note in each type of gateway opportunities for teachers to open space for youths’ authoritative knowledge-producing literate identities. We aim to illustrate how a single instructional choice or classroom interaction ranges in effect from maintaining and reinforcing oppressive legacies and deficit literate identities to centering youth and their language and literacy repertoires in learning experiences for more socially just interactions and learning.
根据身份、语言和种族的理论,我们在招收语言少数民族青年的高中英语语言艺术课堂上概念化了识字身份的关键时刻。通道是一种互动,为年轻人提供了特殊的文化身份。缺乏识字的身份往往会引发种族化的语言和扫盲意识形态;权威的识字身份使青年充分发挥其文化和语言技能来创造和批判知识。偶尔,在有计划和自发的课堂互动中,青年制定了权威的课堂文化身份,与他们的文学能力的主要缺陷框架一起或响应。我们注意到,在每种类型的门户中,教师都有机会为青年的权威知识生产文化身份开辟空间。我们的目标是说明单一的教学选择或课堂互动如何从维持和加强压迫性遗产和识字缺陷身份到将青年及其语言和识字技能集中在学习经验中,以实现更社会公正的互动和学习。
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引用次数: 0
Righting the Literacy Teacher Education Debt: A Matter of Justice 纠正扫盲教师教育债务:一个正义的问题
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-25 DOI: 10.1177/1086296X211052240
Mariana Souto-Manning
The literacies of Black and other communities of Color have long been narrated pathologically in literacy teacher education. Literacy teacher educators have been complicit in upholding linguistic injustice and enacting linguistic violence in and through their practices, devaluing the practices, marginalizing the experiences, and interrogating the humanity of Black and other teachers of Color. In this article, extending Ladson-Billings's concept of the education debt, I assess the literacy teacher education debt, unveiling how white English and whiteness in general have been (over)valued and positioned as currency in literacy teacher education. After (re)examining and (re)assessing offenses and harms inflicted by literacy teacher education across historical, economic, sociopolitical, and moral realms, composing the literacy teacher education debt, I take a restorative justice approach and offer an invitation to right literacy teacher education by addressing obligations and committing to healing as a matter of justice.
长期以来,黑人和其他有色人种社区的文学在扫盲教师教育中一直被病态地叙述。扫盲教师教育工作者一直是维护语言不公正的同谋,并通过他们的做法实施语言暴力,贬低这些做法,边缘化这些经历,并质疑黑人和其他有色人种教师的人性。在这篇文章中,我扩展了Ladson Billings的教育债务概念,评估了识字教师的教育债务,揭示了白人英语和白人在识字教师教育中是如何被(过度)重视和定位为货币的。在(重新)审查和(重新)评估了扫盲教师教育在历史、经济、社会政治和道德领域造成的犯罪和伤害,构成了扫盲教师的教育债务之后,我采取了恢复性司法的方法,并通过解决义务和承诺将治愈作为一种正义来邀请正确的扫盲教师教育。
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引用次数: 3
Always at the Bottom: Ideologies in Assessment of Emergent Bilinguals 永远在底层:新兴双语者评估中的意识形态
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-25 DOI: 10.1177/1086296X211052255
Laura Ascenzi-Moreno, K. Seltzer
Recent scholarship has identified how the reading assessment process can be improved by adapting to and accounting for emergent bilinguals’ multilingual resources. While this work provides guidance about how teachers can take this approach within their assessment practices, this article strengthens and builds on this scholarship by combining translanguaging and raciolinguistic lenses to examine the ideologies that circulate through assessment. By comparing interview data from English as a new language and dual-language bilingual teachers, we found that while reading assessments fail to capture the complexity of all emergent bilinguals’ reading abilities, they particularly marginalize emergent bilinguals of color. Thus, we expose the myths of neutrality and validity around reading assessment and demonstrate how they are linked to ideologies about race and language. We offer a critical translingual approach to professional learning that encourages teachers to grapple with these ideologies and shift toward a more critical implementation of reading assessments.
最近的学术研究已经确定了如何通过适应和考虑双语者的多语言资源来改进阅读评估过程。虽然这项工作为教师如何在评估实践中采取这种方法提供了指导,但本文通过结合跨语言和种族歧视的视角来审视评估中流传的意识形态,加强并建立了这一学术成果。通过比较英语作为一种新语言和双语教师的访谈数据,我们发现,虽然阅读评估未能捕捉到所有新兴双语者阅读能力的复杂性,但它们特别边缘化了新兴有色人种双语者。因此,我们揭露了关于阅读评估的中立性和有效性的神话,并展示了它们是如何与种族和语言意识形态联系在一起的。我们为专业学习提供了一种批判性的跨语言方法,鼓励教师与这些意识形态作斗争,并转向更批判性的阅读评估实施。
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引用次数: 8
Bringing a Culturally Sustaining Lens to Reading Intervention 阅读干预中的文化支撑视角
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-25 DOI: 10.1177/1086296X211051668
Kelly K. Wissman
This study explores the possibilities and tensions that emerged when a literacy specialist brought a culturally sustaining lens to her work in a reading intervention setting with five emergent bilinguals. Utilizing a case study methodology, the study draws on data from class transcripts, interviews, student writing and artwork, and fieldnotes collected over 2 years. During data analysis, three themes, “get proximate,” “get connected,” and “get moving,” were constructed. Findings illustrate the complex relationship between practices designed to bring students’ linguistic and cultural resources into the classroom (“get proximate” and “get connected”) within a context designed to facilitate measurable growth in students’ reading skills ("get moving"). Findings contain seeds for further exploration related to engaging students’ languages and lived experiences to build foundational skills. The study suggests that more cohesive incorporation of culturally sustaining practices would require a (re)consideration of monolingualism and narrow definitions of literacy within interventions and assessments.
本研究探讨了一名读写专家在阅读干预环境下与五名新兴双语者进行的工作中,以文化维持的视角看待其工作时出现的可能性和紧张关系。该研究采用案例研究方法,从课堂成绩单、访谈、学生写作和艺术作品以及2年来收集的实地笔记中提取数据。在数据分析过程中,我们构建了三个主题:“接近”、“连接”和“行动”。研究结果说明了旨在将学生的语言和文化资源带入课堂(“接近”和“联系”)的实践与旨在促进学生阅读技能可衡量增长(“行动起来”)的背景之间的复杂关系。研究结果包含了进一步探索的种子,这些探索涉及学生的语言和生活经验,以建立基本技能。该研究表明,在干预和评估中,更有凝聚力地结合文化上可持续的做法需要(重新)考虑单一语言和狭隘的扫盲定义。
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引用次数: 0
From Haiti to Detroit Through Black Immigrant Languages and Literacies 从海地到底特律通过黑人移民语言和文学
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-01 DOI: 10.1177/1086296X211031279
Lakeya Omogun, A. Skerrett
This article undertakes a textual analysis of an autobiographically informed novel, American Street, to analyze the process of identity formation of a Black Haitian immigrant youth in the United States. Black immigrant youth remain an understudied demographic in literacy research compared with their Latinx and Asian immigrant counterparts. The goal of this analysis is to provide insights into the role of languages and literacies for Black immigrant youth in (re)constructing their identities in nations like the United States. Analysis revealed the significance of one youth’s resistance to raciolinguistic ideologies, reliance on her Haitian faith literacies, and deployment of multiliteracy practices in (re)constructing her identity. We call for increased research that illuminates the complexity of the language and literacy processes involved in Black immigrant youth’s negotiations with identity in new homelands, and offer textual analysis as an underutilized but promising inquiry method for generating such knowledge. The article also offers pedagogical implications.
本文对一部自传体小说《美国街》进行了文本分析,以分析一位海地黑人移民青年在美国的身份形成过程。与拉丁裔和亚裔移民相比,黑人移民青年在识字研究中仍然是一个研究不足的群体。这项分析的目的是深入了解黑人移民青年在美国等国家(重建)身份认同中的语言和文学作用。分析揭示了一位年轻人对种族主义意识形态的抵抗、对海地信仰文学的依赖以及在(重建)身份时运用多元文学实践的重要性。我们呼吁加强研究,阐明黑人移民青年在新家园与身份谈判中所涉及的语言和识字过程的复杂性,并将文本分析作为一种未被充分利用但很有前途的探究方法来产生这些知识。这篇文章还提供了教学启示。
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引用次数: 3
Global Literacies Research Diversity: A Manifesto for Change 全球文学研究多样性:变革宣言
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-01 DOI: 10.1177/1086296X211031262
R. Tierney, G. Smith, Wei Kan
The essay explores the issue of globalization of literacy education research and offers a manifesto to ignite a commitment for a global eclectic for literacy education research. The manifesto’s tenets are drawn from an interrogation of the current dominance of a Western-centric orientation, and from the interviews with postcolonial critics, indigenous sages, global and southern scholars.
本文探讨了扫盲教育研究的全球化问题,并提出了一份宣言,以点燃全球扫盲教育研究折衷方案的承诺。该宣言的原则来源于对西方中心主义当前主导地位的质疑,以及对后殖民评论家、土著先贤、全球和南方学者的采访。
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引用次数: 3
Literacy and Identity Development of Indigenous Rukai Children 鲁凯土著儿童的识字和身份发展
IF 2.6 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-01 DOI: 10.1177/1086296X211030470
Ching-Ting Hsin, Chi-Ying Yu
This study examines the development of literacy and identity for young Indigenous Taiwanese children using ethnographic methods and the theories of multiple literacies, Indigenous knowledge, and identity construction, and it provides insights into the incorporation of Indigenous knowledge and literacies to create hybrid literacy spaces. Focused-upon participants included four 6-year-old Rukai-tribe children—two who lived in a city and two who lived in a village—and their families and teachers. We found that all children learned literacies in culturally meaningful contexts that involved stories and hybrid literacy practices, Indigenous foods, religious activities, traditional life skills, Indigenous language, and multiple forms of text. The two city children developed Rukai knowledge and literacies through performance-based contexts, whereas the village children learned through authentic contexts (e.g., observing farming and hunting). The literacy and identity of the two city children may be undermined due to limited access to Rukai resources, stemming from racism, classism, and linguicism.
本研究运用民族志方法,结合多元文化、原住民知识与认同建构理论,探讨台湾原住民儿童的读写能力与认同发展,并探讨原住民知识与读写能力的融合,以创造混合读写空间。重点研究的参与者包括四名六岁的鲁凯族儿童——两名住在城市,两名住在村庄——以及他们的家人和老师。我们发现,所有儿童都是在有文化意义的环境中学习识字的,这些环境包括故事和混合识字实践、土著食物、宗教活动、传统生活技能、土著语言和多种形式的文本。这两个城市儿童通过基于表现的情境学习如开知识和读写能力,而农村儿童则通过真实情境(例如观察农业和狩猎)学习。由于种族主义、阶级歧视和语言歧视,这两个城市孩子的读写能力和身份认同可能会受到影响,因为他们无法获得如凯资源。
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引用次数: 0
期刊
Journal of Literacy Research
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