Locating a pedagogy of love: (re)framing pedagogies of loss in popular-media narratives of African immigrant communities

Learning to Share the World: Reckoning With the Logistics of Whiteness in Public Galleries and Museums

“…While documentation of the abject horror of war has been widely critiqued in photography and media studies (see, for instance, Kozol, 2014; Reinhardt et al, 2007; Rosler, 2004; Sontag, 1977, 2004; Zelizer, 2010), this particular encounter with the imagery of war registers the concerns of some children who may have lived experience of war and conflict and may have either volunteered or been forced to migrate due to cultural and political violence. This gives the montage a voice and a power that is diffracted through complex crossings and intermixtures of experience (Glissant, 1997), highlighting the differential between those who have lived through the trauma of war and those who have not (Watson et al, 2022). This differential becomes especially palpable as the families of children enter the exhibition and encounter these works.…”

It will take nations of billions to obstruct our dreams: extending BlackCrit through Afrofuturism

“…Scholars have used BlackCrit in analyses of Black youth’s experiences in schools (Baldridge, 2020; Coles and Powell, 2020; Johnson and Nicol, 2020) and explorations of the how Black youth and Black communities reimagine individual, institutional and societal antiblack systems (Brown and Brown, 2021; Coles, 2020, 2021a, 2021b; Quashie, 2021; Watson et al , 2021). In literary studies, education scholars have examined the ways in which BlackCrit allows educators and researchers to notice how texts reckon with the hauntings of enslavement in contemporary Black youth’s lives, recover and rewrite historical narratives often missing from the US archival record and provide space for individual and communal healing as well as social justice (Cueto and Brooks, 2019, 2022).…”

These Tellings: Explosive Love as Literacy Research

“…Razfar and Smith (2022) similarly prompted urgent understandings of how love “as a theoretical construct can be empirically examined through narrative research” (p. 565). The authors curated a collection of qualitative writings at the interplay of literacy research and narrative research to “develop an algorithm of love through narrative” (p. 565), several authors in the volume examining varied meanings of pedagogical love: “actualiz[ing] pedagogical love” through Afrocentrix teaching practices with African diasporic students (Braden et al, 2022, p. 569); conceptualizing the interplay of BlackCrit and Johnson et al's (2019) pedagogy of love in (re)framing popular-media narratives of loss of African immigrant youth (Watson et al, 2022); and determining the role of pedagogical love in classrooms and transition experiences of refugee families (Zaidi et al, 2022, p. 678). Caraballo and Soleimany (2019), in related work, considered “the ways in which a pedagogy of love can foster transformative teaching and learning in classrooms and beyond” (p. 81).…”