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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2021-11-15DOI: 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.
{"title":"How Feeling Supports Students’ Interpretive Discussions About Literature","authors":"S. Levine, Karoline Trepper, Rosalie Hiuyan Chung, Raquel Coelho","doi":"10.1177/1086296x211052249","DOIUrl":"https://doi.org/10.1177/1086296x211052249","url":null,"abstract":"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.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42381669","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 : 2021-10-28DOI: 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.
{"title":"Coaching Using Racial Literacy in Preservice Teacher Education","authors":"Melissa Mosley Wetzel, Ann Daly, Kira Leekeenan, N. Svrcek","doi":"10.1177/1086296X211052246","DOIUrl":"https://doi.org/10.1177/1086296X211052246","url":null,"abstract":"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.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43188901","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 : 2021-10-25DOI: 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.
{"title":"Black Youth Poetry of 2020 and Reimagined Literacies","authors":"Katie Sciurba","doi":"10.1177/1086296X211052264","DOIUrl":"https://doi.org/10.1177/1086296X211052264","url":null,"abstract":"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.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44054972","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 : 2021-10-25DOI: 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.
{"title":"Gateway Moments to Literate Identities","authors":"K. Enright, Joanna W. Wong, Sergio L. Sanchez","doi":"10.1177/1086296X211052260","DOIUrl":"https://doi.org/10.1177/1086296X211052260","url":null,"abstract":"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.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42346823","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 : 2021-10-25DOI: 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.
{"title":"Righting the Literacy Teacher Education Debt: A Matter of Justice","authors":"Mariana Souto-Manning","doi":"10.1177/1086296X211052240","DOIUrl":"https://doi.org/10.1177/1086296X211052240","url":null,"abstract":"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.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46505830","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：