Research in the Teaching of English最新文献_第5页

Generating New Narratives: Examining Youths’ Multiliteracies Practices in Youth Participatory Action Research 生成新叙事:青年参与行动研究中的多元素养实践考察

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2022-02-15 DOI: 10.58680/rte202231637

Joanne E. Marciano, V. Vellanki

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引用次数: 3

“Our Community Is Filled with Experts”: The Critical Intergenerational Literacies of Latinx Immigrants that Facilitate a Communal Pedagogy of Resistance “我们的社区充满了专家”:拉丁裔移民的关键代际素养促进了社区抵抗教学法

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2022-02-15 DOI: 10.58680/rte202231639

Alicia Rusoja

{"title":"“Our Community Is Filled with Experts”: The Critical Intergenerational Literacies of Latinx Immigrants that Facilitate a Communal Pedagogy of Resistance","authors":"Alicia Rusoja","doi":"10.58680/rte202231639","DOIUrl":"https://doi.org/10.58680/rte202231639","url":null,"abstract":"\u0000 Anti-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.\u0000","PeriodicalId":47105,"journal":{"name":"Research in the Teaching of English","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47500552","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: 4

Gendered Genius Hour: Tracing Young Children’s Uptake of Expert across the Nexus of Personal Digital Inquiry 性别天才时间:追踪幼儿在个人数字查询的关系中对专家的吸收

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2022-02-15 DOI: 10.58680/rte202231638

J. Wargo

引用次数: 2

Editors’ Introduction: Centering Disability in Literacy 编者导读:以识字残障为中心

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2022-02-15 DOI: 10.58680/rte202231636

Jennifer Phuong, A. Stornaiuolo, E. E. Thomas, G. Campano

引用次数: 0

Pedagogical Openings and the Gift(s) of Teaching: Announcing the 2020–2021 Alan C. Purves Award Honorees: The 2021 Alan C. Purves Award Committee 教育学的开放和教学的礼物：宣布2020-2021年艾伦·C·珀维斯奖获奖者：2021年艾伦·C.珀维斯奖委员会

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2022-02-15 DOI: 10.58680/rte202231641

Korina M. Jocson, Cee Carter, Arturo Nevárez, R. Ayers

引用次数: 0

Editors’ Introduction: Literacy and Imperialism 编辑简介：识字与帝国主义

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-11-01 DOI: 10.58680/rte202131473

G. Campano, Carmen Liliana Medina, Ebony Elizabeth Thomas, A. Stornaiuolo

引用次数: 0

When Thinking Becomes a Topic of Classroom Conversations: Languaging Thinking Practices in a High School English Classroom 当思维成为课堂对话的主题——高中英语课堂的语言思维实践

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-11-01 DOI: 10.58680/rte202131476

Minyong Kim, D. Bloome

引用次数: 0

The Fact of the Text: Exploring Misalignment in Undergraduate Lab Reports 文本的事实：探究本科生实验室报告中的错位

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-11-01 DOI: 10.58680/rte202131475

R. Fisher

引用次数: 0

Barruntos: Youth Improvisational Work as Anticolonial Literacy Actionings in Puerto Rico Barruntos：青年即兴创作作为波多黎各的反殖民扫盲行动

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-11-01 DOI: 10.58680/rte202131474

Carmen Liliana Medina

引用次数: 5

In Dialogue: Literacy and Imperialism: The Filipinx and Puerto Rican Experience 对话：识字与帝国主义：菲律宾和波多黎各的经验

IF 2.2 3区教育学

Research in the Teaching of English Pub Date : 2021-11-01 DOI: 10.58680/rte202131478

Noreen Naseem Rodríguez, G. Enriquez, Astrid N. Sambolín Morales, Andrew Torres

引用次数: 0