oa More than My Race: Deconstructing Racial Identity Categories through Digital Literacies

References

1. Afolalu L. (2024) I’m still Nigerian: Navigating race through digital literacies. Journal of Literacy Research, 56(3), 268–297.
   [Google Scholar]
2. Agyepong M. (2013) Seeking to be heard: An African-born, American-raised child’s tale of struggle, invisibility, and invincibility. In Harushimana I. & Mthethwa-Sommers S. (Eds.), Reprocessing race, language and ability: African-born educators and students in transnational America (pp. 155–168). Peter Lang Publishers.
   [Google Scholar]
3. Agyepong M. (2017) The struggles of invisibility: Perception and treatment of African students in the United States. In Ukpokodu O. N. & Ojiambo P. O. (Eds.), Erasing invisibility, inequity and social injustice of Africans in the diaspora and the continent (pp. 56–75). Cambridge Scholars Publishing.
   [Google Scholar]
4. Anderson M. (2017) African Immigrant Population in U.S. Steadily Climbs; Pew Research Center. https://www.pewresearch.org/short-reads/2017/02/14/africanimmigrant-population-in-u-s-steadily-climbs/
   [Google Scholar]
5. Appiah K. A. (2017) Cosmopolitanisms. NYU Press.
   [Google Scholar]
6. Ashcroft B., Griffiths G., & Tiffin H. (2007) Post-colonial studies: The key concepts. Routledge.
   [Google Scholar]
7. Averill J. B. (2002) Matrix analysis as a complementary analytic strategy in qualitative inquiry. Qualitative Health Research, 12(6), 855–866.
   [Google Scholar]
8. Awokoya J. T. (2012) Identity constructions and negotiations among 1.5- and second-generation nigerians: The impact of family, school, and peer contexts. Harvard Educational Review, 82(2), 255–281.
   [Google Scholar]
9. Becker M. L. (2021) “Today we’re learning about planets”: Language and literacy in a Brazilian immigrant child’s tutorial video. (pp. 77–100). CEDER Yearbook.
   [Google Scholar]
10. Bell D. (1992) Faces at the bottom of the well: The permanence of racism. Hachette.
    [Google Scholar]
11. Bigelow M. (2011) (Con)texts for cultural and linguistic hybridity among somali diaspora youth. The New Educator, 7(1), 27–43.
    [Google Scholar]
12. Boateng S., Watson V. W. M., Berends J., & Hateka D. (2024) “I would love for teachers to teach in a way that relates to my culture”: African immigrant youth composing digital collages. Journal of Adolescent & Adult Literacy, 68(2), 129–141.
    [Google Scholar]
13. Braden E. G. (2020) Navigating Black racial identities: Literacy insights from an immigrant family. Teachers College Record, 122(13), 1–26.
    [Google Scholar]
14. Brodkin K. (1998) How Jews became white folks and what that says about race in America. Rutgers University Press.
    [Google Scholar]
15. Cesaire A. (1972/2000) Discourse on colonialism. Monthly Review Press.
    [Google Scholar]
16. Clemons A. M. (2021) New Blacks: Language, DNA, and the construction of the African American/Dominican boundary of difference. Genealogy, 5(1), 1. https://doi.org/10.3390/genealogy5010001. (2021).
    [Google Scholar]
17. Cobler N. (2022) Austin’s Black immigrant population is growing; Axios. https://www.axios.com/local/austin/2022/02/08/austinblack-immigrant-population-growing
    [Google Scholar]
18. Connelly F. M., & Clandinin D. J. (1990) Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.
    [Google Scholar]
19. Crenshaw K. (1991) Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241.
    [Google Scholar]
20. Dávila L. T. (2015) Diaspora literacies: An exploration of what reading means to young african immigrant women. Journal of Adolescent & Adult Literacy, 58(8), 641–649.
    [Google Scholar]
21. Dávila L. T. (2019) “J’aime to be funny!”: Humor, learning, and identity construction in high school english as a second language classrooms. The Modern Language Journal, 103(2), 502–514.
    [Google Scholar]
22. Delgado R., & Stefancic J. (2023) Critical race theory: An introduction. (Vol. 20). NYU Press.
    [Google Scholar]
23. Doucet F. (2014) Panoply: Haitian and Haitian-American youth crafting identities in US schools. Trotter Review, 22(1), 3.
    [Google Scholar]
24. Dumas M. J. (2016) “Be real Black for me”: Imagining BlackCrit in education. Urban Education, 51(4), 415–442.
    [Google Scholar]
25. Duncan G. A. (2005) Critical race ethnography in education: Narrative, inequality and the problem of epistemology. Race Ethnicity and Education, 8(1), 93–114.
    [Google Scholar]
26. Edosomwan S., & >Peterson C. M. (2016) A history of oral and written storytelling in Nigeria. Commission for International Adult Education.
    [Google Scholar]
27. Ellison T. L. (2014) Digital ontologies of self: two african american adolescents co-construct and negotiate identities through the sims 2. Digital Culture & Education, 6(4).
    [Google Scholar]
28. Emerson R. M., Fretz R. I., & Shaw L. L. (2011) Writing ethnographic fieldnotes. (2nd edition.). University of Chicago Press.
    [Google Scholar]
29. Eze C. (2014) Rethinking African culture and identity: The afropolitan model. Journal of African Cultural Studies, 26(2), 234–247.
    [Google Scholar]
30. Fanon F. (1967) Black skin, white masks. Pluto Press.
    [Google Scholar]
31. Garcia P., Fernández C., & Okonkwo H. (2020) Leveraging technology: How Black girls enact critical digital literacies for social change. Learning, Media and Technology, 45(4), 345–362.
    [Google Scholar]
32. Gee J. P. (1991) What is literacy? In Mitchell C. & Weiler K. (Eds.), Rewriting literacy: Culture and the discourse of the other (pp. 5–11). Bergin & Garvey.
    [Google Scholar]
33. Gee J. P., & Hayes E. R. (2011) Language and learning in the digital age. Routledge.
    [Google Scholar]
34. Geertz C. (1988) Works and lives: The anthropologist as author. Stanford University Press.
    [Google Scholar]
35. Hull G. A., & Nelson M. E. (2005) Locating the semiotic power of multimodality. Written Communication, 22(2), 224–261.
    [Google Scholar]
36. Ibrahim A. E. K. M. (1999) Becoming Black: Rap and hip-hop, race, gender, identity, and the politics of ESL learning. TESOL Quarterly, 33(3), 349.
    [Google Scholar]
37. Kim G. M. (2016) Transcultural digital literacies: Cross-border connections and self-representations in an online forum. Reading Research Quarterly, 51(2), 199–219.
    [Google Scholar]
38. Kim S. (2018) “It was kind of a given that we were all multilingual”: Transnational youth identity work in digital translanguaging. Linguistics and Education, 43, 39–52.
    [Google Scholar]
39. Kinkead-Clark Z. (2014) Family, culture, literacy and the kindergarten classroom: Perspectives of an immigrant teacher. International Journal of Early Childhood Learning, 21(1), 33–45.
    [Google Scholar]
40. Kiramba L. K., & Oloo J. A. (2023) “It’s ok. She doesn’t even speak English”: Narratives of language, culture, and identity negotiation by immigrant high school students. Urban Education, 58(3), 398–426.
    [Google Scholar]
41. Kiramba L. K., Traore H. M., & Trainin G. (2022) “At school, it’s a completely different world”: African immigrant youth agency and negotiation of their adaptation processes in US urban schools. Urban Education, 004208592211404.
    [Google Scholar]
42. Knight M. G., & Watson V. W. M. (2014) Toward participatory communal citizenship: Rendering visible the civic teaching, learning, and actions of african immigrant youth and young adults. American Educational Research Journal, 51(3), 539–566.
    [Google Scholar]
43. Kumi-Yeboah A., Brobbey G., & Smith P. (2020) Exploring factors that facilitate acculturation strategies and academic success of west african immigrant youth in urban schools. Education and Urban Society, 52(1), 21–50.
    [Google Scholar]
44. Lam W. S. E. (2000) L2 literacy and the design of the self: A case study of a teenager writing on the internet. TESOL Quarterly, 34(3), 457.
    [Google Scholar]
45. Lam W. S. E., & Christiansen M. S. (2022) Transnational mexican youth negotiating languages, identities, and cultures online: A chronotopic lens. TESOL Quarterly, 56(3), 907–933.
    [Google Scholar]
46. Lam W. S. E., & Rosario-Ramos E. (2009) Multilingual literacies in transnational digitally mediated contexts: An exploratory study of immigrant teens in the united states. Language and Education, 23(2), 171–190.
    [Google Scholar]
47. Lev-Aladgem S. (2008) Between home and homeland: Facilitating theatre with Ethiopian youth. Research in Drama Education, 13(3), 275–293.
    [Google Scholar]
48. Lewis Ellison T. (2023) Normalizing Black students/youth and their families’ digital and STEAM literacies. The Reading Teacher, 76(5), 594–600.
    [Google Scholar]
49. Lorenzi J., & Batalova J. (2022) Sub-Saharan African Immigrants in the United States. https://www.migrationpolicy.org/article/sub-saharan-african-immigrantsunited-states-2019
    [Google Scholar]
50. Mahiri J. (2017) Deconstructing race: Multicultural education beyond the colorbind. Teachers College Press.
    [Google Scholar]
51. Marshall C., & Rossman G. B. (2014) Designing qualitative research. SAGE Publications.
    [Google Scholar]
52. McLean C. A. (2010) A space called home: An immigrant adolescent’s digital literacy practices. Journal of Adolescent & Adult Literacy, 54(1), 13–22.
    [Google Scholar]
53. McLean C. A. (2020) Racialized tensions in the multimodal literacies of Black immigrant youth. Teachers College Record, 122(13), 1–22.
    [Google Scholar]
54. Miles M. B., & Huberman A. M. (1994) Qualitative data analysis: An expanded sourcebook. SAGE.
    [Google Scholar]
55. Nalubega-Booker K., & Willis A. (2020) Applying critical race theory as a tool for examining the literacies of Black immigrant youth. Teachers College Record, 122(13), 1–24.
    [Google Scholar]
56. Nelson E. L., Perry M., & Rogers T. (2020) Introducing offlineness: Theorizing (digital) literacy engagements. Journal of Literacy Research, 52(1), 101–107.
    [Google Scholar]
57. New London Group (1996) A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93.
    [Google Scholar]
58. Omi M., & Winant H. (2014) Racial formation in the United States. Routledge.
    [Google Scholar]
59. Omogun L., & Skerrett A. (2021) From Haiti to Detroit through Black immigrant languages and literacies. Journal of Literacy Research, 53(3), 406–429.
    [Google Scholar]
60. Price-Dennis D., & Carrion S. (2017) Language arts lessons: leveraging digital literacies for equity and social justice. Language Arts, 94(3), 190–195.
    [Google Scholar]
61. Reed H. E., & >Andrzejewski C. S. (2010) The New Wave of African Immigrants in the United States. Population Association of America 2010 Annual Meeting, Dallas, TX.
    [Google Scholar]
62. Richmond H. (2002) Learners’ lives: A narrative analysis. The Qualitative Report, 7(3), 1–14.
    [Google Scholar]
63. Riessman C. K. (2008) Narrative methods for the human sciences. SAGE.
    [Google Scholar]
64. Rong X. L., & Brown F. (2002) Socialization, culture, and identities of Black immigrant children: What educators need to know and do. Education and Urban Society, 34(2), 247–273.
    [Google Scholar]
65. Sfard A., & Prusak A. (2005) Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22.
    [Google Scholar]
66. Skerrett A. (2012) Languages and literacies in translocation: Experiences and perspectives of a transnational youth. Journal of Literacy Research, 44(4), 364–395.
    [Google Scholar]
67. Skerrett A. (2018) Learning music literacies across transnational school settings. Journal of Literacy Research, 50(1), 31–51.
    [Google Scholar]
68. Skerrett A., & Omogun L. (2020) When racial, transnational, and immigrant identities, literacies, and languages meet: Black youth of Caribbean origin speak. Teachers College Record, 122(13), 1–24.
    [Google Scholar]
69. Smalls K. A. (2020) Race, SIGNS, and the body: Towards a theory of racial semiotics. In Alim H. S., Reyes A., & Kroskrity P. V. (Eds.), The Oxford handbook of language and race (1st ed., p. 232). Oxford University Press.
    [Google Scholar]
70. Smith P. (2020) Silencing invisibility: Toward a framework for Black immigrant literacies. Teachers College Record, 122(13), 1–42.
    [Google Scholar]
71. Smith P. (2022) Black immigrants in the United States: Transraciolinguistic justice for imagined futures in a global metaverse. Annual Review of Applied Linguistics, 42, 109–118.
    [Google Scholar]
72. Strauss A., & Corbin J. (1998) Basics of qualitative research techniques. SAGE.
    [Google Scholar]
73. Tamir C. (2022) Key Findings about Black Immigrants in the U.S.; Pew Research Center. https://www.pewresearch.org/short-reads/2022/01/27/key-findings-about-black-immigrantsin-the-u-s
    [Google Scholar]
74. Traore R., & Lukens R. J. (2006) This isn’t the America I thought I’d find: African students in the urban US high school. University Press of America.
    [Google Scholar]
75. Tuck E., & Yang K. W. (2014) R-words: Refusing research. In Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 223–248).
    [Google Scholar]
76. Urrieta L. (2015) Learning by observing and pitching in and the connections to Native and Indigenous knowledge systems. In Correa-Chávez M., Mejía-Arauz R., & Rogoff B. (Eds.), Advances in child development and behavior (Vol. 49, pp. 357–379). JAI.
    [Google Scholar]
77. Walsh D., & Morales H. R. (2023) The world is becoming more African. The New York Times. https://www.nytimes.com/interactive/2023/10/28/world/africa/africa-youth-population.html
    [Google Scholar]
78. Yi Y., & Hirvela A. (2010) Technology and “self-sponsored” writing: A case study of a Korean-American adolescent. Computers and Composition, 27(2), 94–111.
    [Google Scholar]
79. Yuval-Davis N. (2006) Belonging and the politics of belonging. Patterns of Prejudice, 40(3), 197–214.
    [Google Scholar]