This paper applies the Bakhtinian theory of chronotope, literally “time-space,” to Jerry Craft’s graphic novel New Kid. We examine the definition of chronotope and explore its role in the ELA classroom, as well as its relation to multimodal texts and critical literacies. We argue that an awareness of chronotopic spaces can guide students as they move through the intertextuality of their everyday spaces that shape aspects of their personal and social identities. We begin by outlining our theoretical framework and conclude with an analysis of chronotope, multimodality, and critical literacies in New Kid.
The authors seek to illustrate how teachers can create a space of inclusive interaction through the development of curriculum and instruction that evidences culturally sustaining pedagogy and disciplinary literacy. In considering these two concepts, the authors also turn to the tenets of social and emotional learning to establish a framework for developing curriculum and instruction that acknowledges the complexity of the classroom space as a subculture. This consideration is not only crucial to making disciplinary discourses relevant, but also illustrating how curriculum and instruction play a critical role in students' learning as well as how they understand and locate themselves in the world that surrounds them. The goals of this chapter are to offer a framework that can help educators develop curriculum and instruction that supports students' emerging knowledge of the discipline, connect disciplinary knowledge to students' multiple discourses, and provide a pathway for generative SEL within and outside of the academic discipline itself.
Education reform in the United States has unwisely focused attention on standards and accountability to the state as determined by standardized testing (Berliner & Biddle, 1995; Mehta, 2013). Stemming from the emphasis on standards-based accountability are the ideas of rapid school turnaround and the state’s role in this process (Peck & Reitzug, 2014; VanGronigen & Meyers, 2019). The current study employed critical policy discourse analysis to examine the media’s portrayal of the 2019 determination to continue or terminate state control of the Little Rock School District. The analysis highlights two argumentative frames—one that emphasized neoliberal values in support of continued state control of the district and another that focused on systemic racism as the basis for advocating for local control of the district. These frames, along with their implications for future actions within the educational policy making process, guide the discussion. Our findings suggest sustained community and media participation is needed to bring attention to education policy issues while underscoring the importance of taking a critical stance to assess media coverage.
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