Relocating Critical Pedagogy

Lam, Kevin D.

doi:10.1215/01636545-2008-003

Cited by 4 publications

(3 citation statements)

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“…Critical literacy is a theoretical and pedagogical perspective that suggests that through reading, writing, and other multimodal meaning‐making practices, people can critique and contest asymmetrical power relationships in their worlds (Janks, 2014). From this perspective, texts are never neutral (Vasquez et al, 2019), and reading and writing practices can support connections between personal experiences and broader political issues (Kamler, 2001).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop

Gonzales

Machado

Plitkins

2023

J Adolescent & Adult Lit

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Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explored how mothers in the workshop served as critical literacy pedagogues by writing, reading, and redesigning the workshop space in ways that asserted agency, fostered intergenerational learning, and pushed back against deficit narratives. We offer insights from the workshop experience to suggest ways in which educators, both in family literacy and K–12 settings, can learn from and partner with transnational parents.

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Section: Theoretical Frameworkmentioning

confidence: 99%

“I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop

Gonzales

Machado

Plitkins

2023

J Adolescent & Adult Lit

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“…Within our study, we embrace feminist principles and bring forward a communal and student-centered approach that embraces collaboration, communication, and relationships in online learning spaces. Feminist theory influences our online pedagogy by emphasizing the need for learning to be collective, flexible, and relational (hooks, 1994;Kamler, 2001) while treating students as co-educators (Romero-Hall, 2021) rather than teacher-centered, transactional, and individual. Diversity and inclusion are key values of a feminist classroom (Bricker-Jenkins & Hooyman, 1987) as feminist theory recognize hierarchies of power (Chick & Hassel, 2009;hooks, 1994), the intersectionality of identities (Carbado et al, 2013(Carbado et al, , hooks, 2000Ludlow, 2002), and recognizes learners are more than their physical or digital presence (Romero-Hall, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

OLJ September 2023 27(3)

Shea,

Rice

2023

OLJ

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“…Additionally, writing workshop texts most often feature white authors, amplifying white students' worldviews and perspectives while erasing those of Black, Indigenous and people of colour (BIPOC) students. Their voices are then further eroded through critique that replicates the aesthetic normativity of those same predominantly white model texts (Johnson & Sullivan, 2020; Kamler, 2001; Kearns, 2009; Lensmire, 1994). In response, Chavez advocates for a radical reshaping of writing workshop using humanising and community‐centred principles.…”

Section: Introductionmentioning

confidence: 99%

Enacting anti‐racist writing workshop pedagogies in an online, drop‐in writing club for youth

Silva,

Raymond,

Brikiatis

et al. 2023

Literacy

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This article documents the authors' modification and implementation of anti‐racist writing workshop (ARWW) practices in the context of an online, drop‐in writing club, Pens Out. We sought to understand how teens perceive writing practices that are not white‐normed — specifically, centring relationships instead of prizing individuality, embedding choice instead of replicating one authorial view and observing writerly craft instead of errors. As white‐identifying educators and researchers, we engaged in practitioner inquiry to understand how programme participants who live in a predominately white region experience these practices. We asked: How do attendees understand and describe experiences with writing workshop pedagogies that seek to de‐centre whiteness? This question has become increasingly important as politicians in the United States restrict anti‐racist educational practices and content. We used conventional content analysis to observe themes across five participants' semi‐structured interviews. Findings indicated that participants' relationships with each other produced inspiration and reciprocity, writing expectations from inside and outside the club affected choice and risk taking, and observing craft multimodally encouraged sharing and reciprocity. What we discovered can help teachers and leaders of K12 writing workshops implement ARWW practices and increase allyship while discussing and questioning hegemonic ideals in K12 schooling.

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Relocating Critical Pedagogy

Cited by 4 publications

References 0 publications

“I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop

“I bring them here to tell their stories”: Transnational Latina mothers' critical literacy practices in an intergenerational storytelling workshop

OLJ September 2023 27(3)

Enacting anti‐racist writing workshop pedagogies in an online, drop‐in writing club for youth

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