“People Get Mistaken”: Asian American Girls Using Multiple Literacies to Defy Dominant Imaginings of Asian American Girlhood

Player, Grace D.

doi:10.1002/rrq.412

Cited by 8 publications

(8 citation statements)

References 59 publications

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“…In line with the socially just potentiality of narrative inquiry (Montero & Washington, 2021), recent scholarship has taken up portraiture as an inquiry method that can blend with feminist or decolonizing methods to align with the goals of socially just research (S. Brooks, 2017; Player, 2021). As such, I blended narrative portraiture design (Lawrence-Lightfoot & Davis, 1997) with feminist methods.…”

Section: Methods: Illuminating Women and Surfacing Their Praxismentioning

confidence: 99%

“…This co-construction of knowledge decreased the researcher-participant power imbalance (LaFrance et al, 2021; Oakley, 1981; Sprague, 2016). Similarly to Player (2021), as insights emerged across data collection, I shared emerging insights with Tilly and Summer and asked for feedback. Tilly and Summer's power over their own representation did not occur just once at the end of the study but also happened through informal discussion.…”

Section: Methods: Illuminating Women and Surfacing Their Praxismentioning

confidence: 99%

“…In the second phase of data analysis, I stepped away from coding and categorizing to immerse myself in a more holistic approach. Similar to Player (2021), I used the writing of initial portraits to “break from coding” to look at the aesthetic whole. Lawrence-Lightfoot and Davis (1997) compared the construction of the aesthetic whole to weaving, in which the portrait intertwines story, structure, and unity.…”

Section: Methods: Illuminating Women and Surfacing Their Praxismentioning

confidence: 99%

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Rural Women, Creative Writing, and Resistance

McElroy

2023

Journal of Literacy Research

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Blending narrative portraiture and feminist methods, this study explored the lives of two rural women who are creative writers. The study asked (1) What are their critical purposes? and (2) How did gender and place intersect in their writing lives? The findings were that the women used creative writing to engage in praxis by creating and disseminating knowledge. Their writing critically interrogated and redefined conceptions of womanhood. Additional critical purposes were unique to women's intersectional identities and lived experiences. They ranged from interrogating societal perspectives of gender, sexuality, and race to interrogating rurality and sexual violence. The aesthetic texts they created articulated and advocated for intersubjective truths. Shifting the focus of critical literacy from pedagogy and reading to writing beyond educational spaces, the women drew upon critical literacy not as a means of being taught how to understand the power of texts, but to wield the power of texts themselves.

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Section: Methods: Illuminating Women and Surfacing Their Praxismentioning

confidence: 99%

Section: Methods: Illuminating Women and Surfacing Their Praxismentioning

confidence: 99%

Section: Methods: Illuminating Women and Surfacing Their Praxismentioning

confidence: 99%

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Rural Women, Creative Writing, and Resistance

McElroy

2023

Journal of Literacy Research

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“…Using Beyonce's “Black Parade” as theoretical grounding, Griffin (2021) explored how Black girls used their activist and cultural legacies of creating joyful spaces in the face of and in defiance of pain, while creating digital spaces that built on ever-expanding knowledges of technology and media. In addition, my own work (Player, 2022) found that through a host of embodied and experiential literacies arising from their contemporary lives and their hybridized immigrant and local identities, Asian American girls pushed back against misconceptions to claim outspoken, political, and unique social identities that transcend model-minority or forever-foreign stereotypes. Collectively, these works demonstrate that GOC are skilled agents of change who utilize complex webs of knowledges, skills, and ways of knowing to analyze and transform worlds.…”

Section: Theoretical and Empirical Building Blocksmentioning

confidence: 99%

Girls of Color Embodied and Experiential Dreams for Education

Player

2022

Journal of Literacy Research

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Through an exploration of an afterschool writing club for middle school girls of Color (GOC), this article puts forth the argument that GOC consistently leverage incisive critiques of schooling through multiple literacies, including embodied and experiential ways of knowing and communicating. However, oftentimes, these critiques are ignored because their literacies are marginalized, ignored, and misread. As informed by their lived and felt experiences, it becomes apparent how school has failed them and how they continue to persist in their learning, their work, and their building toward the futures they deserve and desire, sometimes in ways that are recognized by schools, sometimes in resistance to school standards. Further, the article puts forth a model of what education can look like when GOC multiple literacies are centered and celebrated. Educators, researchers, and policy makers must understand GOC as hopeful and desiring learners and create spaces that honor and respect their multifaceted literacies.

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“…Likewise, Salinas et al (2016) isolated writing Latina/o 3 historical narratives as a powerful animus for LatCrit and critical historical inquiry. In “‘People Get Mistaken,’” Player (2021) draws on AsianCrit to celebrate the narrative portraiture of two Asian American (AsAm) girls. And Kleekamp (2020) details how deficit-based dominant narratives prevent neurodivergent students’ “full inclusion” in classrooms.…”

Section: Composing and De-composing Practices: A Review Of Critical S...mentioning

confidence: 99%

De-storying Community Narratives: Unimagined Community in Queer Educators’ Small Stories

Coleman

2023

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Within critical research broadly, scholars increasingly turn to stories and storytelling to pursue equity in educational contexts. Such scholarship does, however, primarily focus on the composition or creation of stories. Expanding the scope of storytelling research, this article turns to queer and trans knowledges to highlight a parallel set of storytelling practices—de-composing practices—and demonstrates their impact on historically marginalized community narratives and the pursuit of equity and justice in the field of education. Purpose/Objective/Research Question or Focus of Study: As critical calls for storying, counter-storytelling, and restorying increase within critical research in education, this article theorizes a parallel literacy practice, de-storying, as part of a set of de-composing practices. Defined as the habitual and often subconscious unimagining of community narratives in alignment with dominant narratives, de-storying shows how certain stories of marginalized communities come to be consistently unimagined. This article focuses particularly on queer community narratives and de-storying’s impact in the form of unimagined ancestors, elders, guardians, and peers. Research Design: A narrative inquiry project, this research study shares data from an inquiry community of nine queer educators. Gathering together 13 times over the course of an academic year, these educators engaged in a structured restorying process and through speculative storytelling reimagined and rewrote narrativized experiences of queerphobia. In particular, small stories demonstrated how de-storying affected these educators’ storytelling practices and, furthermore, revealed that three dominant community narratives (i.e., heteronormativity, queer fatalism, and homonormativity) compressed the potential small stories these educators told. Conclusions/Recommendations: Findings from this project illustrate how de-storying practices resulted in four unimagined community narratives across participants: missing queer ancestors, elders, guardians, and peers. De-storying occurred across various intersections of participants’ identities. Findings from this study advance critical approaches to storytelling by revealing de-storying as one of many potential de-composing practices. This article concludes by inviting the theorization of additional de-composing practices in order to center the most marginalized stories within education—namely, those that are actively unimagined.

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“People Get Mistaken”: Asian American Girls Using Multiple Literacies to Defy Dominant Imaginings of Asian American Girlhood

Cited by 8 publications

References 59 publications

Rural Women, Creative Writing, and Resistance

Rural Women, Creative Writing, and Resistance

Girls of Color Embodied and Experiential Dreams for Education

De-storying Community Narratives: Unimagined Community in Queer Educators’ Small Stories

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