Research in the Teaching of English最新文献_第2页

“We Are More Than That!”: Latina Girls Writing Themselves from Margins to Center “我们不止于此！”：拉丁裔女孩从边缘到中心书写自我

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2023-05-01 DOI: 10.58680/rte202332471

Tracey T. Flores

{"title":"“We Are More Than That!”: Latina Girls Writing Themselves from Margins to Center","authors":"Tracey T. Flores","doi":"10.58680/rte202332471","DOIUrl":"https://doi.org/10.58680/rte202332471","url":null,"abstract":"\u0000 In this article, I center the voices and experiences of Yazmin, Valeria, Guadalupe, and Monet, four escritoras that participated in Somos Escritoras, a creative space for Latina girls (grades 6–12) that invites them to share and perform stories from their lived experiences using art, theater, and writing as tools for reflection and examination of self and world. For two weeks, these escritoras created art and composed personal stories from their lives that addressed the tensions and contradictions at the intersections of age, language, culture, and ethnicity they navigate daily as Latina girls. For my inquiry, I explored the following questions: How do Latina/Chicana girls use writing and art to describe their experiences, histories, and identities? What can we learn from their voices? In their embodied art and writing, the girls wrote toward the foundation that their mothers had paved for them through their hopes and dreams, sometimes deferred. Rewriting narratives of self, the girls drew on creative acts to examine their lives and reclaim their experiences. Theorizing the future, the girls construct a world for themselves rooted within the stories and voices of their ancestors and those of the writers, poets, and storytellers whose writing has carved out a place for us in the world. Their words offer important perspectives into the ways that we design spaces and literacy curriculum that centers their intellectual, cultural, and gendered ways of knowing and being as important resources for teaching and learning.\u0000","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48465119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Editors’ Introduction: Seeds of Hope: Reflecting on Five Years of Research in the Teaching of English 编者按:《希望的种子:五年来英语教学研究的反思》

3区教育学

Research in the Teaching of English Pub Date : 2023-05-01 DOI: 10.58680/rte202332470

Ebony Elizabeth Thomas, Amy Stornaiuolo, Gerald Campano

引用次数: 0

Collaborative Translanguaging and Transmodal Literacies: Learning the Language of Science in a Dual-Language Classroom 合作翻译与跨模态文学：在双语课堂中学习科学语言

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2023-05-01 DOI: 10.58680/rte202332472

Lucía Cárdenas Curiel, Deborah K. Palmer

引用次数: 1

Laying the Foundation for Imagination, Resistance, and Political-Ethical Becoming: Announcing the 2021–2022 Alan C. Purves Award Honorees: The 2022 Alan C. Purves Award Committee 为想象、抵抗和政治伦理发展奠定基础:宣布2021-2022年艾伦·c·普尔夫斯奖获奖名单:2022年艾伦·c·普尔夫斯奖委员会

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2023-02-01 DOI: 10.58680/rte202332357

Lenny Sánchez, Lina Trigos-Carrillo, Katherine Eliana Roberson, Bogum Yoon

引用次数: 0

Agency, Identity, and Writing: Perspectives from First-Generation Students of Color in Their First Year of College 代理、身份和写作：来自大学一年级第一代有色人种学生的视角

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2023-02-01 DOI: 10.58680/rte202332353

Jie Y. Park

{"title":"Agency, Identity, and Writing: Perspectives from First-Generation Students of Color in Their First Year of College","authors":"Jie Y. Park","doi":"10.58680/rte202332353","DOIUrl":"https://doi.org/10.58680/rte202332353","url":null,"abstract":"This paper highlights the perspectives of first-generation students of color in their first year of college, and the ways in which they exercised agency in their writing. Framed by definitions of agency as mediated action that creates meaning, the paper reports on qualitative data collected from a summer writing program for first-generation students and students of color, and from writing samples and follow-up interviews with six students who participated in the summer program. Findings suggest that students in their first year of college leveraged their social and discoursal identities to offer new ways of understanding an issue. They also wrote using a translingual approach, integrating different discourses and forms of knowledge, and challenging views of academic writing as monolithic. The findings also suggest the link between awareness and action, meaning that what and how students wrote were informed by their awareness of writing and awareness of themselves as writers and cultural beings. The study’s findings have implications for advancing more nuanced views of agency and academic literacies, and redesigning writing instruction at the high school and college level.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49279569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

2022 NCTE Presidential Address: Equity, Justice, and Antiracist Teaching: Who Will Join This? 2022年NCTE校长演讲:公平、正义和反种族主义教学:谁将加入?

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2023-02-01 DOI: 10.58680/rte202332359

Valerie Kinloch

引用次数: 1

In Dialogue: Mapping Our Truths—Envisioning the Future of Multimodal Research for Racial Justice 对话：映射我们的真相——展望种族正义多模式研究的未来

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2023-02-01 DOI: 10.58680/rte202332356

Jennifer D. Turner, Angela M. Wiseman, Justin A. Coles, Stephanie P. Jones, Marva Cappello, Reka C Barton, Autumn A. Griffin, Alicia Rusoja, Angie Zapata

{"title":"In Dialogue: Mapping Our Truths—Envisioning the Future of Multimodal Research for Racial Justice","authors":"Jennifer D. Turner, Angela M. Wiseman, Justin A. Coles, Stephanie P. Jones, Marva Cappello, Reka C Barton, Autumn A. Griffin, Alicia Rusoja, Angie Zapata","doi":"10.58680/rte202332356","DOIUrl":"https://doi.org/10.58680/rte202332356","url":null,"abstract":"With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer D. Turner, and Angela M. Wiseman convened a group of critical multimodal scholars in April 2022 to initiate a national agenda that prioritizes the use of visual and multimodal methodologies to promote educational equity and racial justice for youth of color. Our conference gathering included Reka Barton, Darielle Blevins, Justin Coles, Autumn A. Griffin, Stephanie P. Jones, Alicia Rusoja, Amy Stornaiuolo, Claudine Taaffe, Tran Templeton, Vivek Vellanki, and Angie Zapata. The dialogue presented in this article centers around a collaboratively composed image (see ) created three months after our initial convening. Participants from the conference chose an image that reflected our time together and represented our hopes and dreams moving forward. Inspired by kitchen-table talk methodology (), we share our ideas through images and text reflecting on how critical visual and multimodal methodologies facilitate access, equity, and hope in education and educational research.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48139754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Experiences of Alienation and Intimacy: The Work of Secondary Writing Instruction 疏离与亲密的体验：二次写作教学工作

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2023-02-01 DOI: 10.58680/rte202332355

Thea Williamson

{"title":"Experiences of Alienation and Intimacy: The Work of Secondary Writing Instruction","authors":"Thea Williamson","doi":"10.58680/rte202332355","DOIUrl":"https://doi.org/10.58680/rte202332355","url":null,"abstract":"Drawing on critical theories of labor and commodification, this qualitative embedded case study explores how students experience alienation and intimacy in the work of writing for an English language arts class. Analysis of fieldnotes from 30 observations, student writing products, and reflective interviews with focal students and the teacher illuminated the meaningful assemblages where conditions of intimacy permeated instruction. Two practices supported intimacy in working conditions: knowledge about writing built through a collective process of noticing, and open-ended work time characterized by “managed nonmanagement” (, p. 176), or calculated flexibility in rules and expectations. Findings illustrate how a literacy practice might contribute to students’ experience of alienation or intimacy (or both) while writing, depending on conditions of industrialization and commodification. Even as the teacher strove to deindustrialize work, commodification through grades and standardized assessments heightened alienation in the writing environment. The study provides an example of an educational context governed by an industrial system of assessment where local actors (the teacher and students) disrupted alienation by working in smaller scales and more closely with texts.","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45298695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

All in a Day’s Play: How a Child Resists Linguistic Racism and Constructs Her Identity 一天的游戏:一个孩子如何抵制语言种族主义并构建她的身份

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2023-02-01 DOI: 10.58680/rte202332354

Denise Dávila

引用次数: 0

Editors’ Introduction: Multimodal Research for Racial Justice 编者导言:种族正义的多模式研究

3区教育学

Research in the Teaching of English Pub Date : 2023-02-01 DOI: 10.58680/rte202332352

Amy Stornaiuolo, Ebony Elizabeth Thomas, Gerald Campano

引用次数: 0