Beyond the Problem

Toliver, S. R.

doi:10.4324/9780429244391-15

Cited by 3 publications

(2 citation statements)

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“…These studies demonstrate narrative is fertile ground for explorations of learning, identity, position, and racialized emotions. Narratives are the mediational means for the creation and representation of what Bruner (1986) referred to as possible worlds and what Toliver (2022) describes as “speculative stories” (p. 51) or “imaginative futures” (Toliver, 2021, p. 168). Narrative research can be used effectively in explorations and research of racialized emotions.…”

Section: Future Directionsmentioning

confidence: 99%

Review and Scholarly Syntheses as Anti-Racist Action

Compton‐Lilly

Croom

McVee

et al. 2023

Literacy Research: Theory, Method, and Practice

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At the final session of the 2022 Literacy Research Association Conference, Catherine Compton-Lilly, Marcus Croom, Mary McVee, and Allison Skerrett presented critical work related to equity, representation, and race in literacy scholarship. Panelists shared concerns and pursued a shared goal. Specifically, as literacy scholars, they recognized that like the empirical research conducted in classrooms and communities, review scholarship—scholarship that aspires to make sense of large bodies of available research—is always subject to systemic biases, privileging, and racism. In this panel session, we intentionally sought to dismantle biases through four review-oriented projects that—each in its own way—attempts to counter the systemic whitewashing that has characterized review scholarship in literacy. The collective synthetic, counter-narrative that we presented is significant to literacy education. As we explained, the historical omission of scholarly reviews conducted by Scholars of Color requires a reclaiming of the field. Significantly, the omission is not a minor oversight. Scholarly reviews have long-term effects on scholarly communities; reviews provide novice and established scholars with macro views of the literacy field; in short, reviews identify what is important and worthy of scholarly attention and it is with this history in mind that the Integrative Review Panel for LRA 2022—and this current set of articles—were organized. Across our papers, we explore silences and obfuscations relative to the voices of Scholars of Color, the experiences of Communities of Color, and the education of all children. We view our public presentation of these syntheses as intentionally anti-racist acts designed to name, describe, and recognize the contributions of BIPOC (an acronym for Black, Indigenous, and People of Color) scholars and communities. We are confident that the LRA community will continue to find this work impressive, inspiring, and important.

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Section: Future Directionsmentioning

confidence: 99%

Review and Scholarly Syntheses as Anti-Racist Action

Compton‐Lilly

Croom

McVee

et al. 2023

Literacy Research: Theory, Method, and Practice

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“…Many students of color and youth from immigrant backgrounds experience participation in democracy as navigating systemic inequities across multiple areas of civic life, including criminal justice, law enforcement, and immigration and customs enforcement (Winn 2018). Mirra and Garcia’s (2020) speculative civic literacies —which draws from and builds on the work of artists, intellectuals, and education scholars within the Afrofuturist movement 1 (Otieno Sumba 2018; Toliver 2021)—advocates for taking a collaborative approach toward democratic interrogation and innovation across digital and web-based contexts rather than simply conforming to existing civic and political structures.…”

Section: A Review Of Relevant Literaturementioning

confidence: 99%

Case Studies of Effective Learning Climates for Civic Reasoning and Discussion

Lyiscott,

De Los Ríos,

Clark

2023

The ANNALS of the American Academy of Political and Social Scie

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While the national media continues to highlight the tensions of cultural politics in education, there is a need for young people and educators to be equipped for the daunting local, national, and global challenges that mark their everyday lives. Many educators and young people alike are interested in engaging youth in civic reasoning and discourse that prepares them to meet those many challenges. This article highlights applications of civic reasoning and discourse in three contexts: a traditional high school social studies classroom, a hybrid school-community action project, and an out-of-school Youth Participatory Action Research program. We argue that these case studies show a path forward for developing students’ civic reasoning and discourse skills because the students turn toward and lean into what we define as moments of critical dissonance: in each case, the students and educators work together to engage, rather than avoid, complex sociopolitical realities, even while holding a variety of racial, ethnic, political, and cultural identities.

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“I rewrote their story and you can, too”: Black girls’ artistic freedom dreams to create new worlds

Kaler-Jones

2022

Front. Educ.

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For Black girls, whose histories are often taught in schools through deficit-based narratives, the need to create and reauthor their personal and communal stories is a resistant act that gives their stories permanence in the present and the future. This article explores how Black girls leveraged creative expression to freedom dream in a virtual summer arts program. Theoretically grounded in Abolitionist Teaching and Critical Race Feminism, this study explored eight adolescent Black girls’ (co-researchers) experiences in Black Girls S.O.A.R. (scholarship, organizing, arts, and resistance), a program aimed to co-create a healing-centered space to engage artistic explorations of history, storytelling, Afrofuturism, and social justice with Black girls. The study utilizes performance ethnography to contend with the following research question: (1) How, if at all, do adolescent Black girls use arts-based practices (e.g., visual art, music, hair, and animation) to freedom dream? Analyses of the data revealed that co-researchers used arts-based practices to reclaim personal and historical narratives, dream new worlds, and use art as activism. In this, co-researchers created futures worthy of Black girl brilliance—futures where joy, creativity, equity, and love were at the center. I conclude with implications for how educators and researchers can employ creative, participatory, and arts-based practices and methodologies in encouraging and honoring Black girls’ storytelling and dream-making practices.

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Beyond the Problem

Cited by 3 publications

References 0 publications

Review and Scholarly Syntheses as Anti-Racist Action

Review and Scholarly Syntheses as Anti-Racist Action

Case Studies of Effective Learning Climates for Civic Reasoning and Discussion

“I rewrote their story and you can, too”: Black girls’ artistic freedom dreams to create new worlds

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