Individual, Historical, and Critical Contexts: Investigating the Text Selection Practices of Four New Mexican Language Arts Teachers

Sheahan, Annmarie

doi:10.1108/s1479-368720210000036005

Cited by 2 publications

(3 citation statements)

References 5 publications

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“…Historically, Western canonical texts tend to take up a lot of space in teachers' past educational experiences (Sheahan, 2021). The work described here strives to turn away from the literary canon which "represents a cultural construction of knowledge centered in Whiteness that institutions deem superior and essential" (New & Miller, 2019, p. 44).…”

Section: Literature Review Critical Multimodal Literaciesmentioning

confidence: 99%

“…"I just couldn't do it anymore," she shared as she thought back to teaching books like Lord of the Flies. These were books she has been teaching year after year, books that had been in ELA classrooms for years as part of the canon (Sheahan, 2021). Instead, after taking a Young Adult Literature course as part of her master's degree (where our paths crossed), Amanda was inspired to make changes to her curriculum.…”

Section: Out With the Oldmentioning

confidence: 99%

“…Given the current crisis in New Mexico's education system in meeting the needs of our state's diverse students, American Indian populations particularly (Martinez, 2021;Sanchez & Blum Martinez, 2019), there is a need for more diverse representations of texts in classrooms. I am interested in the ways multimodal texts -comics in particular -can support and reflect diverse young adults.Historically, Western canonical texts tend to take up a lot of space in teachers' past educational experiences (Sheahan, 2021). The work described here strives to turn away from the literary canon which "represents a cultural construction of knowledge centered in Whiteness that institutions deem superior and essential" (New & Miller, 2019, p. 44).…”

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confidence: 99%

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Reading When the World Is on Fire

Dallacqua

2022

S & S

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This study explores teaching and learning with a range of texts — with a focus on comics — that highlight diverse identities and voices. I asked: What happens when a range of multimodal and nontraditional texts with prominent diverse identity representations are integrated into a 10th grade ELA curriculum? Data was collected in a culturally, racially, and linguistically diverse school with a 10th grade ELA teacher and six students as participants. The comics medium, combined with other media in multimodal text sets, provided opportunities to challenge normative curricula and for students to think about themselves and how they operate in their worlds.

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Section: Literature Review Critical Multimodal Literaciesmentioning

confidence: 99%

Section: Out With the Oldmentioning

confidence: 99%

mentioning

confidence: 99%

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Reading When the World Is on Fire

Dallacqua

2022

S & S

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Centering Students as Designers: Engaging with Lowriders to the Center of the Earth

Sheahan

Dallacqua²

2023

RYDL

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¡Vámonos! We Have to Follow Those Footprints" 1 While reading Lowriders to the Center of the Earth, one student explains a visual reference to "El Chavo," 2 while another group shares la llorona stories from their childhood.Students speak Spanish, English, and, like the characters in Lowriders, a beautiful mix of both.Non-Spanish-speaking students ask questions about pronunciation. Students laugh, take pictures of pages to send to friends, and admire the ballpoint pen artwork. There is genuine interest and enthusiasm as students read, connect, share, and think.Authentic literacy practices like the one described above cannot be captured through a single lens and demand high quality, dynamic literature. As co-teacher researchers, we are interested in authentically and dynamically engaging with literacy. Our work considers the ways multiple texts and media, used as equal and valued texts, support and do not support students in high school English Language Arts (ELA) classrooms. Thus, we concern ourselves with "the increasing influence of visual culture and continuing concerns about cultural diversity," especially as these are represented in literature for young people (Short 287).In this article, we focus on a tenth-grade ELA class and a single curriculum unit on morality and the afterlife that utilized a range of texts. Students engaged with the text Inferno (Dante Alighieri 1996), the film What Dreams May Come (Vincent Ward 1998), and the graphic novel Lowriders to the Center of the Earth (Cathy Camper and Raúl the Third 2016), and also created their own texts. In attempting to frame these three works as equitable and in constant dialogue with one another and with students, we argue that "texts not conventionally considered academic (such as comics) and texts often read in schools (such as works of the canon) have porous boundaries and often share similar literary roots" (Low and Campano 26). In particular,

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Individual, Historical, and Critical Contexts: Investigating the Text Selection Practices of Four New Mexican Language Arts Teachers

Cited by 2 publications

References 5 publications

Reading When the World Is on Fire

Reading When the World Is on Fire

Centering Students as Designers: Engaging with Lowriders to the Center of the Earth

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