Dark Persistence: Black College Women's COVID-19 Photo Essays

Turner, Jennifer D.

doi:10.1177/1086296x231178524

Cited by 4 publications

(4 citation statements)

References 26 publications

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“…The emerging research on young people during the COVID-19 pandemic addresses issues such as how they have experienced the shift to virtual schooling from home, their mental and physical health, and their social relationships and practices (Chamberlain et al, 2020;Schaefer, 2022;Toste et al, 2021;Turner, 2023). Young people reported physical and mental challenges from long hours tethered to a computer screen apart from their peers.…”

Section: Covid-19mentioning

confidence: 99%

“…But the small body of evidence we currently have suggests that youth exercised agency and innovation in caring for themselves and one another. Students described being mindful of preparing healthy meals for themselves; creating safe outdoor convenings with friends; and taking on new, or rediscovering old, physical exercise activities to maintain healthy minds and bodies (e.g., Schaefer, 2022;Turner, 2023). Young people also engaged in the arts as a means to sustain themselves (Curwood & Jones, 2022).…”

Section: Covid-19mentioning

confidence: 99%

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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: Covid-19mentioning

confidence: 99%

Section: Covid-19mentioning

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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“…To answer my research question, I analyzed Alayah's data set in two interrelated cycles. In the first cycle, I closely analyzed the 15 individual images in Alayah's speculative design using an intersectional multimodal content analysis template that I developed (Turner, 2023). Building with visual interpretive frameworks (Serafini, 2014) and the intersectional multimodal literacy framework guiding this study, I used the template to index specific content including:…”

Section: Participant Data Sources and Analysismentioning

confidence: 99%

“…Theoretical framework: intersectional multimodal literacy This research is guided by an intersectional multimodal literacy framework (Turner, 2023). Rooted in Critical Race Theory, Black feminism and legal studies (Crenshaw, 1991;Collins, 2015), intersectionality explains how Black girls and women experience racism and sexism as interlocking and intermeshing systems of oppression based on their membership in two socially subjugated groups (i.e.…”

Section: Introductionmentioning

confidence: 99%

Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures

Turner

2023

ETPC

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Purpose This paper aims to demonstrate how Alayah, a 16-year-old African American girl, leverages multiple expressive modes for intersectional self-representation as speculative design. Here, speculative design refers to a multimodal composition (i.e. digital collage) which leverages multiple expressive modes for intersectional self-celebration in possible futures. Design/methodology/approach Informed by intersectional multimodal literacy frameworks and analyses, this paper addresses the question, “How does Alayah represent her college and career futures in her speculative multimodal design? To address this question, the author analyzed Alayah's digital collage using an intersectional multimodal analysis template complemented by a thematic analysis of her interview data and the narrated explanation of her collage. Findings In a speculative design composed of 15 images and words, Alayah agentively determined and critically celebrated her intersectional college and career futures through four interrelated themes: Black girl affirmation; Collegiate success; “Sweet” work; and Black livingness. Originality/value By centering Black girls’ speculative multimodal designs in college and career curricula, ELA educators (re)imagine college and career pedagogies to critically celebrate Black adolescent girls as intelligent, empowered and literate young women worthy of the futures that they desire.

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Science of Literacies: Meaning Making & Critical Pragmatism in the Postdigital Age

Bauer,

Razfar,

Skerrett

et al. 2024

Journal of Literacy Research

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As more schools embrace the new "science of reading" and look to quickly regain what they consider "the losses caused" by the global pandemic in 2020 (Engzell, Frey, & Verhagen, 2021; Storie, Mazzye, & Guilds, 2023), there is a great need for literacy researchers to contextualize the current moment in nuanced ways, and not reify the polarizing reading wars of the past. In this critical moment, we need to avoid reductive approaches that reify deficit perspectives of historically non-dominant communities and their literacies (Turner, 2023). The choices are no longer between whole language versus phonics, criticality versus neutrality, quantitative versus qualitative, or experimental scientific versus phenomenological nonscientific approaches to literacy research. Collectively, the articles in this issue affirm a science of literacies that have foregrounded a wide range of definitions, and empirical approaches to literacy research. From the micro-phonological to the macro-ideological, the articles in this issue demonstrate how literacy research can and should respond to polarizing tendencies.In "Lexical and Sublexical Skills in Children's Literacy," Joana Acha, Gorka, Ibaibarriaga, Nuria Rodriguez, and Manuel Perea demonstrated how, for a sample of 117 Spanish-speaking children, ages 8 to 10, letter knowledge and word identification were key skills for reading and spelling. Their experimental design study particularly showed the importance of understanding how orthographic depth impacts reading. Because Spanish has a more transparent orthography than English, letter knowledge could be a more enduring predictor of literacy, especially for decoding at the sublexical level. The results suggested important insights into the literacy processes of children working with more transparent orthographies such as Spanish.In "Refrains of Friendship in Young Children's Postdigital Play," Kenneth Pettersen and Christian Ehret explored the relational function of literacy in postpandemic and postdigital conditions in a study of how the friendship of two boys emerged across events as they watched YouTube, played Minecraft, and played with construction playthings. Through the concept of refrains, the authors showed the inherent limitations of traditional sociocultural and sociomaterial approaches to literacy that are focused on singular literacy events. More specifically, the authors showed how relational consistencies emerged across events both temporally and spatially. This postdigital condition prompted further analyses of how young children's local encounters with digital media technologies

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Dark Persistence: Black College Women's COVID-19 Photo Essays

Cited by 4 publications

References 26 publications

Review and Scholarly Syntheses as Anti-Racist Action

Review and Scholarly Syntheses as Anti-Racist Action

Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures

Science of Literacies: Meaning Making & Critical Pragmatism in the Postdigital Age

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