In this article Gerald Campano, María Paula Ghiso, and Bethany J. Welch explore the role of ethical and professional norms in community-based research, especially in fostering trust within contexts of cultural diversity, systemic inequity, and power asymmetry. The authors present and describe a set of guidelines for community-based research that were developed through collaborative inquiry into an ongoing research partnership with a multilingual and multiethnic Catholic parish and its school and community center. The norms emerged from investigating the reciprocal and recursive relationship between the authors' roles as scholars and practitioners. Campano, Ghiso, and Welch use this illustrative case to provide an example of how professional norms were conceptualized and enacted in an effort to nurture long-term research relationships across institutional and social boundaries. As research from university-community partnerships continues to grow, the authors emphasize the need to make explicit and to consider with greater specificity the ethical dimensions of our research.
Background The learning of students from (im)migrant backgrounds has long been a consideration for the field of education. The “transnational” turn in research has brought to the forefront the need to account for students’ language and literacy practices as situated within multiple national affiliations, fluid migration histories, global technological networks, and plural identities. Understanding the global/local dynamics of young children's literacies across contexts can help us consider how the literacy curriculum specifically, and educational institutions more broadly, may be reimagined to be more attuned to their transnational experiences. Focus Informed by Chicana and transnational feminist theories, this study examines how first grade Latina/o emergent bilinguals interacted with a literacy curriculum that sought to value their transnational experiences and multilingual repertoires, specifically by integrating photography and writing as a platform for children to inquire into community experiences they identified as salient. The curricular invitations were designed as a Third Space hat unsettled the often-reified boundaries between what counts as academic literacy learning in school and the practices and experiences of Latina/o children in out-of-school contexts. Research Design A total of 103 six- and seven-year-olds over the two years participated in this ethnographic and practitioner research study. One hundred and one identified as Latina/o, and all qualified for free and reduced lunch. Data sources (children's writings and photographs; audio recordings; interviews with the teachers and children; researcher reflective memos; and fieldnotes of participant observation in the school and community) were coded using thematic and visual analysis, with attention to how specific textual or discursive features functioned socioculturally. Findings/Conclusions I focus on one of the prominent themes in the data—the community space of the Laundromat—to discuss how the children participated in literacies of interdependence that linked individual flourishing with community wellbeing through their care work in supporting their families. I use the term literacies of interdependence to refer to young children's multilingual and multimodal literacy practices that both reflected and enacted their cultural practices of mutuality. Through transactions with neighborhood spaces as texts, the children surfaced multiple and contrasting narratives of immigration and inquired into their transnational identities. Findings from this study point to how researchers and educators may be more attentive to Latina/o children's values and practices of interdependence and understand the “transnational local” as embodied in concrete spaces within their lived experiences.
This article explores how immigrant students in the United States utilise multimodal literacy practices to complicate dominant narratives of American national identity -narratives of facile assimilation, meritocracy and linear trajectories. Such ideologies can be explicitly evident in curricular materials or can be woven more implicitly into school literacy practices that privilege individual achievement, devalue cultural ways of knowing, and operate on a paradigm of remediation. Within this educational backdrop, we report on a practitioner research study that invited students in a summer school programme for English Language Learners to share their experiences in multiple formats and media, including comics, and to draw on their cultural and linguistic heritages as sources of knowledge. We feature comics created by two students in the programme (an 8-year-old girl of Indian heritage and a 16-year-old boy from Vietnam) to understand the potential of visual texts to articulate micronarratives of immigration. We emphasise how students blend semiotic resources in order to represent the complexity of their experiences, convey cultural hybridity and resist singular narratives.
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