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- Volume 56, Issue 3, 2022
Research in the Teaching of English - Volume 56, Issue 3, 2022
Volume 56, Issue 3, 2022
- Articles
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Generating New Narratives: Examining Youths’ Multiliteracies Practices in Youth Participatory Action Research
Author(s): Joanne E. Marciano and Vivek VellankiThis paper examines the multiliteracies practices (New London Group, 1996) of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month-long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories of multiliteracies practices (New London Group, 1996) and culturally sustaining pedagogies (Paris & Alim, 2014) enacted across contexts of YPAR (Fine & Torre, 2004). Findings contribute new insights about students’ multiliteracies practices in YPAR in two ways. First, we examine how learning about research methods shifted students’ understandings of research and the role their experiences could play in YPAR. Second, we examine how students’ digital literacies practices (Lankshear & Knobel, 2008) supported them in generating new narratives about their community in digital multimodal compositions. Finally, we consider how insights gained from our examination may support educators in developing and enacting culturally sustaining (Paris & Alim, 2014) learning contexts that build with students’ multiliteracies practices as strengths while challenging persistent educational inequities.
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Gendered Genius Hour: Tracing Young Children’s Uptake of Expert across the Nexus of Personal Digital Inquiry
Author(s): Jon M. WargoDrawing on data from a yearlong qualitative study examining how children in a multi-age (6-9 years) classroom utilized technology to write across genres, this article examines the gendered negotiation and discursive uptake of expert in early childhood writing. Zeroing in on genius hour as a “site of engagement,” the author thinks with rhetorical genre studies and mediated discourse analysis to examine how four second-grade writers positioned themselves as “experts” across the nexus of school writing. Findings highlight how expert—both conceptually and in practice—became gendered and was interdiscursively traced through three threads: the relational, the historical, and the distributive. Through analyses of young students writing in situ, this article contributes new understandings to thinking about children’s navigation of genres, not only as rhetorical typifications of academic and disciplinary discourse but as unique social actions of curricular play and gendered uptake.
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“Our Community Is Filled with Experts”: The Critical Intergenerational Literacies of Latinx Immigrants that Facilitate a Communal Pedagogy of Resistance
Author(s): Alicia RusojaAnti-immigrant legal violence and grassroots organizing against it have fundamentally shaped the lives of immigrant children and families in the US. This article inquires into the intergenerational literacy, teaching, and learning practices of Latinx immigrants’ political mobilization, drawing on qualitative data from a larger yearlong practitioner inquiry study that involved observant participant field notes, artifacts, photographs, and in-depth interviews with 11 undocumented and documented Latinx immigrants with whom I, a Latina immigrant, shared an organizing practice. Through analysis grounded on literacy as critical sociocultural practice, intergenerational learning, and Chicana/Latina education in everyday life, I argue that Latinx immigrants mobilize against oppression through critical literacy practices that facilitate what I theorize as a “communal pedagogy of resistance.” This is an intergenerational pedagogy enacted in communal spaces that grows from Latinx immigrants’ facultad, meaning the critical consciousness and epistemic privilege that results from living in the liminal space of the borderlands. This pedagogy views our community’s cultural, literacy, and linguistic practices as strengths and tools of resilience and resistance, and expands our definition of family and our sense of interdependence to fellow oppressed communities, teaching us to enact inclusive justice. A key takeaway is that Latinx immigrant students’ educational and literacy practices cannot be separated from those of their wider family/community, nor from their intergenerational sociopolitical struggles and expertise. Another is that intergenerational literacy and learning are bi/multidirectional. Implications include the need for educational institutions to learn from this pedagogy, and for additional literacy research into communal sociopolitical mobilization.
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Annotated Bibliography of Research in the Teaching of English
Author(s): Lisa Ortmann, Anne Crampton, Erin Stutelberg, Richard Beach, Keitha-Gail Martin-Kerr, Debra Peterson, Anna Schick, Bridget Kelley, Charles Lambert, Tracey Pyscher, LeAnne Robinson, Mikel Cole, Kathryn Allen, Candance Doerr-Steven, Madeleine Israelson, Robin Jocius, Tracey Murphy, Stephanie Rollag Yoon, Andrea Gambino, Jeff Share, Stephanie M. Madison, Katherine Brodeur, Amy Frederick, Anne Ittner, Megan McDonald Van Deventer, Ian O’Byrne, Sara K. Sterner and Mark Sulzer
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Volumes & issues
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Volume 58 (2023 - 2024)
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Volume 57 (2022 - 2023)
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Volume 56 (2021 - 2022)
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Volume 55 (2020 - 2021)
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Volume 54 (2019 - 2020)
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Volume 53 (2018 - 2019)
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Volume 52 (2017)
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Volume 51 (2016 - 2017)
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Volume 50 (2015 - 2017)
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Volume 49 (2014 - 2015)
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Volume 48 (2013 - 2014)
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Volume 47 (2012 - 2013)
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Volume 46 (2011 - 2012)
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Volume 45 (2010 - 2011)
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Volume 44 (2009 - 2010)
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Volume 43 (2008 - 2009)
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Volume 42 (2007 - 2008)
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Volume 41 (2006 - 2007)
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Volume 40 (2005 - 2006)
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Volume 39 (2004 - 2005)
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Volume 38 (2003 - 2004)
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Volume 37 (2002 - 2003)
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Volume 36 (2001 - 2002)
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Volume 35 (2000 - 2001)
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Volume 34 (1999 - 2000)
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Volume 33 (1998 - 1999)
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Volume 32 (1998)
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Volume 31 (1997)
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Volume 30 (1996)
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Volume 29 (1995)
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Volume 28 (1994)
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Volume 27 (1993)
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Volume 26 (1992)
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Volume 25 (1991)
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Volume 24 (1990)
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Volume 23 (1989)
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Volume 22 (1988)
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Volume 21 (1987)
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Volume 20 (1986)
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Volume 19 (1985)
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Volume 18 (1984)
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Volume 17 (1983)
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Volume 16 (1982)
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Volume 15 (1981)
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Volume 14 (1980)
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Volume 13 (1979)
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Volume 12 (1978)
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Volume 11 (1977)
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Volume 10 (1976)
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Volume 9 (1975)
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Volume 8 (1974)
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Volume 7 (1973)
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Volume 6 (1972)
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Volume 5 (1971)
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Volume 4 (1970)
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Volume 3 (1969)
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Volume 2 (1968)
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Volume 1 (1967)