Endarkening, Engendering, and Embodying

Green, Keisha L.; Ohito, Esther O.; Lyiscott, Jamila; Wilcox, Susan

doi:10.4324/9781003050421-19

Cited by 4 publications

(9 citation statements)

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“…Like other Black girls designing across temporalities, Alayah used the imagery of a British clock and bridge to symbolically connect her past interests in language learning (Turner and Griffin, 2020) and her present desires for international travel with her future collegiate study abroad experience. By disrupting whiteness in study abroad programs (Willis, 2015), Alayah manifested an intersectionalized study abroad experience (Green et al , 2021) that reflected her identity as a Black girl traveler (Turner and Griffin, 2020) and honored her commitments to intercultural awareness, personal growth and academic success.…”

Section: Resultsmentioning

confidence: 99%

“…Building with these conceptions of intersectionality, intersectional multimodal literacy frameworks help us understand how Black girls enact multimodality as everyday communicative practices that are endarkened , engendered and embodied (Green et al , 2021). As members of multiple intersecting subordinated groups (i.e.…”

Section: Theoretical Framework: Intersectional Multimodal Literacymentioning

confidence: 99%

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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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Section: Resultsmentioning

confidence: 99%

Section: Theoretical Framework: Intersectional Multimodal Literacymentioning

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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“…This study brings together intersectional literacy theories (Green et al, 2021), New Literacy perspectives (New London Group, 1996), and endarkened feminist epistemology frameworks (Dillard, 2000(Dillard, , 2016 to articulate the intersectionality of Black college women's multimodal literacies. Intersectional literacy theories are rooted in the concept of intersectionality, defined by Kimberlé Crenshaw (2017) as a "lens through which you can see where power comes and collides, where it interlocks and intersects."…”

Section: Critical Framings: the Intersectionality Of Black College Wo...mentioning

confidence: 99%

“…Informed by these perspectives, I offer an intersectional multimodal literacy framework to articulate how Black college women's multimodal communicative practices are situated in and expressive of their raced-gendered ways of knowing, doing, and being. Adapting Green et al's (2021) framework for intersectionalizing racial literacies, I understand Black college women's intersectional multimodal literacies as endarkened, engendered, and embodied. The terms "endarkened" and "engendered" move away from white feminisms and their "enlightened" ideologies and instead articulate Black women's realities located in Black feminist thought (Dillard, 2000(Dillard, , 2016.…”

Section: Critical Framings: the Intersectionality Of Black College Wo...mentioning

confidence: 99%

“…Black college women's intersectional multimodal literacies are also embodied and therefore represent and reflect their "full Black womanness" (Green et al, 2021). In contrast to Westernized dichotomies between the material (i.e., the body) and the nonmaterial (i.e., the spiritual), Black women hold African worldviews that are holistic, in which body and spirit coalesce and are (re)affirmed in divine relationship to self, community, and Creator (Dillard, 2000(Dillard, , 2016.…”

Section: Critical Framings: the Intersectionality Of Black College Wo...mentioning

confidence: 99%

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

Turner

2023

Journal of Literacy Research

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Guided by intersectional multimodal literacy frameworks and analytic methods, this qualitative study explored how seven high-achieving Black undergraduate women's photo essays visually and textually represented their persistence during the COVID-19 pandemic. Photo essays, in this context, are intersectional multimodal compositions that use images and words to articulate the challenges that the women faced during COVID-19 and the resources that promoted their persistence. Data sources included a demographic questionnaire, the women's digital photo essays, and lengthy photo-elicitation interviews with the women on Zoom. Findings reveal that the women's photo essays evoked an endarkened persistence, rooted in the legacy of Black people's collective struggle and survival, and represented by two interrelated themes: Affirming Black Beauty (i.e., Embracing natural Black hair and Caring for Black female bodies) and Honoring the Spirit (i.e., (Re)connecting with sistafriends, (Re)claiming rest, and Nurturing creativity). Research and practical implications are discussed.

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Exploring the Development of Racial and Cultural Literacy Skills in the Classroom

Robinson

Williams

2023

Handbook of Research on Race, Culture, and Student Achievement

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This chapter seeks to interrogate and disrupt dominant perceptions and narratives that subjugate students of color and those from underrepresented groups – as a means of disrupting deficit and models that frame views of students of color and others from marginalized communities. The chapter is grounded on the critical literacies advancement model to frame the understanding of how teachers and faculty can develop certain non-traditional critical literacy skills to reframe their perceptions and advance equity and social justice. The critical literacies of focus in this instance include racial and cultural literacies, which the authors argue can lead to more informed behaviors and actions with the intent of promoting positive social change. By developing racial and critical literacies, the authors discuss how teachers and faculty can navigate their teaching careers in ways that create environments that promote learning and success for of all students.

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Endarkening, Engendering, and Embodying

Cited by 4 publications

References 0 publications

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

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

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

Exploring the Development of Racial and Cultural Literacy Skills in the Classroom

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