A Transraciolinguistic Approach for Literacy Classrooms

Smith, Patriann

doi:10.1002/trtr.2073

Cited by 11 publications

(17 citation statements)

References 33 publications

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“…In parallel, we put forward EDIA guidelines that dismantle both the structural and structured ways disciplines and institutions have systematically framed Whiteness as a norm that cannot be questioned, interrogated, displaced or subjugated (Bell, 2021). This research is aligned with current literacies studies demonstrating how teachers play pivotal roles in opening up classroom spaces that shape students' metaracial, metacultural and metalinguistic (3M) awareness and centre racial identities, including during the writing of life stories (Smith, 2021). A 3M approach is helpful in thinking about social justice literacies work as it centres transdisciplinary, transcultural and transraciolinguistic perspectives.…”

Section: Next Steps In Stem and Literacy Research Building On Authent...supporting

confidence: 73%

“…The work needed to create safe and inclusive schools necessarily involves frameworks echoing the complexities and intersectionalities constitutive of student identities. One such framework is transraciolinguistics (Smith, 2021), which emphasise connections and fluidity in transdisciplinarity, race, language and the intersectionalities that constitute one's identity. The relationships present within the realm of transraciolinguistics influence positionalities, perspectives and predispositions in light of cultural and linguistic diversity (Smith et al, 2016; Smith et al, 2022).…”

Section: Five Areas For Social Justice‐oriented Transdisciplinary Lit...mentioning

confidence: 99%

“…A 3M approach is helpful in thinking about social justice literacies work as it centres transdisciplinary, transcultural and transraciolinguistic perspectives. As such, Smith (2021) emphasises teachers' responsibility to foster, nurture and encourage authentic relationships that uplift all voices including lived intersectionalities. This pedagogical work entails (1) diversifying texts and deconstructing harmful Whiteness‐oriented frameworks that dictate how language and literacy courses should be explored and taught in schools and (2) recognising youth's cultural backgrounds and their ‘literate repertoires’ as assets (Smith, 2021, p. 9).…”

Section: Next Steps In Stem and Literacy Research Building On Authent...mentioning

confidence: 99%

“…As such, Smith (2021) emphasises teachers' responsibility to foster, nurture and encourage authentic relationships that uplift all voices including lived intersectionalities. This pedagogical work entails (1) diversifying texts and deconstructing harmful Whiteness‐oriented frameworks that dictate how language and literacy courses should be explored and taught in schools and (2) recognising youth's cultural backgrounds and their ‘literate repertoires’ as assets (Smith, 2021, p. 9). In so doing, teachers, together with students, nurture literacies not subjected to colonial frameworks (Dei, 2019), while also encouraging students' identity and ontological well‐being (Rodriguez et al, 2022).…”

Section: Next Steps In Stem and Literacy Research Building On Authent...mentioning

confidence: 99%

“…In this section, we proposed (1) fostering a sense of belonging for students, by creating safe and welcoming environments inclusive of students' linguistic and racial backgrounds; (2) adopting inquiry‐based and transraciolinguistic approaches (Smith, 2021) to institutionalised, marginalising and exclusionary norms; (3) allowing students to become critically literate to disrupt oppressive dimensions of schooling systems; and (4) nurturing relationships between parents, students, teachers and communities to support student success. We argue that these avenues provide essential guidelines for EDIA work in schools.…”

Section: Five Areas For Social Justice‐oriented Transdisciplinary Lit...mentioning

confidence: 99%

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Working towards more socially just futures: five areas for transdisciplinary literacies research

et al. 2023

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Policy-makers and provincial governments have a responsibility to prioritise equity, diversity, inclusion and accessibility (EDIA) with approaches that leverage both intersectionality and transdisciplinarity, especially when looking at literacies research. Supported by a federally funded knowledge synthesis grant that surveyed the scope of EDIA in Canadian schools, this article focuses on youth marginalisation to address literacies learning. The authors address five concepts from a three-phase literature review to examine inclusive practices that respect, acknowledge and address EDIA in K-12 education. Across reviewed studies, there is an underlying trajectory outlining methodological challenges in implementing EDIA practices. We advance anti-racist and abolitionist approaches by addressing five areas: (1) making learning more accessible by adopting culturally responsive pedagogy informed by local cultures, languages and values; (2) pursuing sustainable professional development in culturally inclusive teaching practices; (3) creating safer school environments that nurture community-driven relationships between parents, students and their teachers; (4) reforming educational policies to concretely address structural racism, discrimination and misrepresentation of socially marginalised students by disrupting what is conceptualised and accepted as ideal culturally responsive pedagogy; and (5) prioritising community perspectives and input curriculum decisions to support underrepresented students. Ultimately, this article echoes this issue's orientations as it explores transdisciplinary practices composing an evolving understanding of literacies.

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Section: Next Steps In Stem and Literacy Research Building On Authent...supporting

confidence: 73%

Section: Five Areas For Social Justice‐oriented Transdisciplinary Lit...mentioning

confidence: 99%

Section: Next Steps In Stem and Literacy Research Building On Authent...mentioning

confidence: 99%

Section: Next Steps In Stem and Literacy Research Building On Authent...mentioning

confidence: 99%

Section: Five Areas For Social Justice‐oriented Transdisciplinary Lit...mentioning

confidence: 99%

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Working towards more socially just futures: five areas for transdisciplinary literacies research

et al. 2023

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Impatience for information: Curiosity is here today, gone tomorrow

Molnar,

Golman

2023

Behavioral Decision Making

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Based on the curiosity‐as‐drive theory and the theory of information gaps, we argue that curiosity—that is, the desire to seek out novel information for its own sake—is highly transient, and while people may be tempted by immediate answers, they may be less motivated when they need to wait for information. Contrary to standard economic models, we predict an immediacy effect (or present bias) for information even in those cases when waiting does not affect the objective value of information. Furthermore, we argue that this immediacy effect is independent from motivated emotion‐management; that is, introducing delays makes people less willing to obtain information for its own sake even when information does not elicit strong anticipatory feelings. We test these hypotheses in two pre‐registered experiments (N = 2406) featuring real effort and monetary incentives and find that introducing a delay in information provision significantly reduces participants' willingness to obtain information. In Study 1, we also show that people display a stronger immediacy effect for information than for monetary rewards. In Study 2, we demonstrate that people are impatient for information regardless of how they expect to feel after receiving the information, and even when the perceived instrumental value of information remains unaffected by the delay. The strong impatience for information in both studies is consistent with the notion that curiosity acts as a drive, and as such, is highly transient.

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Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do

Smith¹

2023

The Reading Teacher

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“Black immigrant literacies” is an intersectional framework that draws from diaspora literacy, racial literacy, and transnational literacy to center race and present teachers with a lens that can support Black immigrant students and their peers' literacies in classrooms. Black immigrant youth can be described as first‐, second‐, or third‐generation immigrants to the United States who identify as Black and who migrate to the United States from Africa, the Caribbean, or elsewhere. Many students from the Black immigrant population, though largely “invisible,” tend to be regarded as a new model minority and as designer immigrants. New model minority perceptions of Black immigrants persist because of claims of immigrant superiority and because Black immigrants have long been perceived as having socioeconomic advantages over their Black American peers. Given that Black immigrants originate primarily from the Caribbean or Africa, accounting for over half of all Black foreign‐born people in the United States, and considering that the Caribbean remains the most common region of birth for the over 4 million Black immigrants in the United States, accounting for almost half of the total, I paint a selective portrait of the intersectionalities surrounding Black immigrant literacies as a basis for teachers to better understand Black immigrant students' needs in classrooms. I also draw specifically from Black Caribbean immigrant literacies to identify and describe five things that every teacher should know and can do when encountering Black Caribbean in English language arts and literacy instruction. Through provisions such as legitimizing “unbroken Englishes,” supporting “translanguaging with Englishes,” cultivating “holistic literacies,” and fostering “local–global connections,” it is anticipated that teachers of Black immigrants in the United States, Caribbean, and beyond will begin to unmask invisibility of this population in their classrooms. Through the use of this framework, it is also expected that teachers will be able to better support all students who engage with the literacies of Black immigrants in United States schools.

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A Transraciolinguistic Approach for Literacy Classrooms

Abstract: A transraciolinguistic approach uses an intersectional and critical lens to center race by supporting racial, linguistic, and cultural literate assets presented by immigrant and transnational students of color in literacy classrooms. #transraciolinguistics.

Cited by 11 publications

References 33 publications

Working towards more socially just futures: five areas for transdisciplinary literacies research

Working towards more socially just futures: five areas for transdisciplinary literacies research

Impatience for information: Curiosity is here today, gone tomorrow

Black Immigrant Literacies and the Promise of Unbroken Englishes: Five Things Every Teacher Should Know and Can Do

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