{"title":"通往文学身份的门户时刻","authors":"K. Enright, Joanna W. Wong, Sergio L. Sanchez","doi":"10.1177/1086296X211052260","DOIUrl":null,"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":1.4000,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Gateway Moments to Literate Identities\",\"authors\":\"K. Enright, Joanna W. Wong, Sergio L. Sanchez\",\"doi\":\"10.1177/1086296X211052260\",\"DOIUrl\":null,\"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\":1.4000,\"publicationDate\":\"2021-10-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Literacy Research\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/1086296X211052260\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Literacy Research","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/1086296X211052260","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
期刊介绍:
The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research