Restorying Critical Literacies

Thomas, Ebony Elizabeth; Bean-Folkes, Jane; Coleman, James Joshua

doi:10.4324/9781315676302-22

Cited by 5 publications

(6 citation statements)

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“…We see this as a beginning to teach about alternative facts and realities. We also see where reliance on canonical texts can be problematic, and care must be taken to ensure that further harm is not done in recompense (see Thomas et al, 2020; Tuck, 2009). Cruz & Stake (2012) explain that changing minds occurs in small steps.…”

Section: Discussionmentioning

confidence: 99%

“…As such, we view brave spaces as a vehicle for “knowing with and about stances, viewpoints, and positioning involved in inquiries into specific problems and questions” [emphasis in original] (Cho et al, 2020, p. 277). It is a means for students to critically question and examine whose story is being told and to take stock of their perspectives in dialogue with others (see Thomas, 2020). To this end, we thought it important to understand how brave spaces would work with high school students as they read and discussed historical multimodal texts.…”

Section: Conceptualizing and Enacting Brave Spacesmentioning

confidence: 99%

“…Because disinformation is designed to promote ideologies and advance agendas, it is particularly harmful (Mills et al, 2019). Thus, Thomas et al (2020) reiterate the need for young people to critically analyze and reimagine the metanarratives they encounter in texts. And as Janks (2014) reminds us, this kind of reimagining and restorying can raise awareness and create possibilities for change.…”

Section: Conceptualizing and Enacting Brave Spacesmentioning

confidence: 99%

“…She proposed a framework based on desire and interest to help students understand the complexity and ambiguity of lived lives and experiences. Keeping this in mind, Sandy created spaces for discussion around historical events that supported meaning making and offered possibilities for interpretive responses (see Thomas et al, 2020).…”

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confidence: 99%

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From Fake News to Racism: A Study of Change in a Reading Intervention Class

Delaney¹,

Bacon²,

Matson³

2022

J Adolescent & Adult Lit

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This qualitative study investigated how teaching an historical unit through a critical lens might empower students to evaluate sources, challenge fake news, and make informed decisions. The reading intervention teacher in this study engaged secondary students in reading, discussing, and critiquing a series of multimodal historical texts. Grounded in a critical literacies framework, Shelly used “brave spaces” to stimulate discussion on issues of (in)equality, bias, and misinformation to challenge students’ perceptions and often (mis)conceptions of what constitutes propaganda and “fake news.” We describe how Shelly’s 6‐week unit facilitated higher order thinking and students’ beliefs in their capacity to take action and make a difference. We elaborate the need for students to. be savvy, critical consumers of media, particularly in today’s sociopolitical climate where truth and alternative facts are frequently blurred.

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Section: Discussionmentioning

confidence: 99%

Section: Conceptualizing and Enacting Brave Spacesmentioning

confidence: 99%

Section: Conceptualizing and Enacting Brave Spacesmentioning

confidence: 99%

mentioning

confidence: 99%

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From Fake News to Racism: A Study of Change in a Reading Intervention Class

Delaney¹,

Bacon²,

Matson³

2022

J Adolescent & Adult Lit

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“…Thus, the individual sees literacy not only as a practice but also to purposely act to create change. Recently, efforts are being made to re-center the history of critical literacy within “black [sic] and Indigenous struggles over literacy” to “recontextualize critical literacy within landscapes of educational struggle within and beyond the United States that have not always been highlighted in educational research” (Thomas et al ., 2020, p. 425). Indeed, while many consider the inception of critical literacy to have begun in the late 20th and 21st centuries, the critical reading of majoratized texts by minoritized people has been in place for centuries before Freire's work in Brazil.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

I'm a slave man for sure: incarcerated teens' restoried narratives of resistance

Dunkerly

Poplin

2021

QRJ

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PurposeThe purpose of this study was to challenge the “single story” narrative the authors utilize counterstorytelling as an analytic tool to reveal the paradox of exploring human rights with incarcerated BIPOC teens whose rights within the justice system are frequently ignored. Shared through their writing, drawing and discussions, the authors demonstrate how they wrote themselves into narratives that often sought to exclude them.Design/methodology/approachThis paper centers on the interpretations of Universal Human Rights by Black adolescents involved in the juvenile justice system in the Southeastern region of the United States. Critical ethnography was selected as we see literacy as a socially situated and collaborative practice. Additionally, the authors draw from recent work on the humanization of qualitative methods, especially when engaging with historically oppressed populations. Data were analyzed using a bricolage approach and the framework of counterstorytelling to weave together the teens' narratives and experiences.FindingsIn using the analytic tool of counterstories, the authors look at ways in which the stories of colonially underserved BIPOC youth might act as a form of resistance. Similarly to the ways that those historically enslaved in the United States used narratives, folklore, “black-preacher tales” and fostered storytelling skills to resist the dominant narrative and redirects the storylines from damage to desire-centered. Central then to our findings is the notion of how to engage in the work of dismantling the inequitable system that even well-intentioned educators contribute to due to systemic racism.Research limitations/implicationsThe research presented here is significant as it attempts to add to the growing body of research on creating spaces of resistance and justice for incarcerated youth. The authors seek to disrupt the “single story” often attributed to adolescents in the juvenile justice system by providing spaces for them to provide a counternarrative – one that is informed by and seeks to inform human rights education.Practical implicationsAs researchers, the authors struggle with aspects related to authenticity, identity and agency for these participants. By situating them as “co-researchers” and by inviting them to decide where the research goes next, the authors capitalize on the expertise, ingenuity and experiences' of participants as colleagues in order to locate the pockets of hope that reside in research that attempts to be liberatory and impact the children on the juvenile justice system.Social implicationsThis study emphasizes the importance of engaging in research that privileges the voices of the participants in research that shifts from damage to desire-centered. The authors consider what it may look like to re-situate qualitative research in service to those we study, to read not only their words but the worlds that inform them, to move toward liberatory research practice.Originality/valueThis study provides an example of how the use of counterstorytelling may offer a more complex and nuanced way for incarcerated youth to resist the stereotypes and single-story narratives often assigned to their experiences.

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