The multimodal construction of race: a review of critical race theory research

Mills, Kathy A.; Unsworth, Len

doi:10.1080/09500782.2018.1434787

Cited by 24 publications

(21 citation statements)

References 59 publications

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“…Prior to PRT, at least five race frameworks have circulated in education (and literacy) research: critical race theory (CRT), Marxism, Whiteness studies, cultural studies, and various post-racialisms (Croom, 2016c; Leonardo, 2013). Among these, CRT should be highlighted for its routine perpetuation of the common sense view of race because CRT is so widely used and cited in education research and literacy research (Ledesma & Calderón, 2015; Mills & Unsworth, 2018). Certainly, racisms are exposed and challenged in CRT, yet race itself is rarely theorized or defined in CRT (Croom, 2016c; Ladson-Billings & Tate, 1995; Leonardo, 2013).…”

Section: Pay Attention To What You Are Doing: Practice Of Race Theorymentioning

confidence: 99%

“…As this special issue demonstrates, somehow our institution seems none the wiser. Looking back beyond the last 4 years, then, the institution of literacy research has been mighty, mighty quiet about race for as far back as we can see (in contrast to significant individual or group work by fellow literacy scholars and “race critical” scholarship within and beyond our field [Croom, 2020]; see a review of multimodal literacies by Mills & Unsworth, 2018; also consider literacy research historically with Alexander & Fox, 2004; Gray, 1969; Lalik & Hinchman, 2001; Hoffman, Hikida, & Sailors, 2020; Martin et al, 2013; Morrison et al, 2011; Parsons et al, 2020; Pearson, 1984; Shanahan, 2020; Shanahan & Neuman, 1997; Willis, 2019).…”

mentioning

confidence: 99%

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If “Black Lives Matter in Literacy Research,” Then Take This Racial Turn: Developing Racial Literacies

Croom

2020

Journal of Literacy Research

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When I look back before 2020, before the murder of Mr. George Floyd in particular, and think about this special issue, “Black Lives Matter in Literacy Research,” a question comes to my mind: Are we, the field of literacy research, sure that we want to include literacy research among the incalculable responses (already in progress) to racist killings, anti-Blackness, Black living and dying, and ongoing injustices in the United States of America? In other words, will Black human beings matter to our field? With the hope that our field of literacy research is finally taking this racial turn as an institution, I introduce the post-White orientation as well as practice of race theory (PRT) and argue for the lifelong development of racial literacies among fellow literacy researchers. In short, this article is designed to support the development of racial literacies in the field of literacy research with the aim of affecting research, practice, and policy.

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Section: Pay Attention To What You Are Doing: Practice Of Race Theorymentioning

confidence: 99%

mentioning

confidence: 99%

If “Black Lives Matter in Literacy Research,” Then Take This Racial Turn: Developing Racial Literacies

Croom

2020

Journal of Literacy Research

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“…The significance of such texts is explained by Stone-Mediatore (2003), who writes that the narrativization of experiences that are ordinarily marginalized "defy the norms of 'objective' historical writing, [and] they not only give voice to experiences that have been systematically occluded by dominant discursive logics but also throw light on the structure of historical reality and historical knowledge" (p. 8). Mills and Unsworth (2018) write of the repercussions of the underrepresentation of such diverse texts in school: not all students get to experience the meaning making that arises through self-to-text connections, which involve seeing oneself while also finding meaning that can contribute to new learning. Yet, Sciurba (2014/2015) suggests that the notion of self-to-text connections may be built on essentialist assumptions of what readers' practices are and how they find relevance in texts.…”

Section: Diversifying Literature and The Counter-storymentioning

confidence: 99%

“…Importantly, attention to intersectionality is also an essential part of this work. Mills and Unsworth (2018) explain that this involves call [ing] into question the traditional binary understanding of identity and systems of oppression (e.g. Black/White, wealthy/poor, male/female), positing that lived realities are based on simultaneously interrelated forms of discrimination and inequity-including racism, classism, sexism, homophobia, nationalism, and ableism.…”

Section: When Teachers Use Texts For Disrupting and Unlearningmentioning

confidence: 99%

“…For example, the OCDSB's (2020) Indigenous Education Team provides resources and recommendations, including materials that support learning the essential background knowledge found in the TRC (2015) report. Advocates of diversifying texts, such as Delacroix (2020), Mills and Unsworth (2018), Sciurba (2014Sciurba ( /2015, Stone-Mediatore (2003), and Strong-Wilson (2020), draw attention to the significance of the texts that are selected. Notably, texts that explicitly look at the Indian residential school system provide opportunities to understand how stereotyping works and how this system reinforced "subjugated self-positioning" and the problem of presumed "White benevolence" (p. 324).…”

Section: Difficult Stories and Difficult Knowledge In The Classroommentioning

confidence: 99%

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Social Justice in the Classroom

Aitken¹,

Radford²

2020

Springer International Handbooks of Education

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Situating multi‐modal approaches in engineering education research

Villanueva

Anwar

2022

J of Engineering Edu

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BACKGROUNDTraditionally, engineering education researchers rely on quantitative, qualitative, and mixed-or multi-method approaches for their research designs, each with its nuances, set of rules, and worldviews. Here we present a new approach that is yet to be widely accepted in engineering education research (EER): namely the multi-modal approach. This guest editorial is particularly timely because, in 2020, the EER taxonomy underwent a revision (Version 1.2), where the term "multi-modal approaches" was added to Section 12.d.iv (Finelli, 2020). With this addition to the taxonomy, it is important for EER scholars to understand what multi-modal approaches entail and how they are different from other approaches present in mixed-methods or multi-methods. To clarify this new approach further, we give examples of how multi-modal research is used in EER and other related studies. | INTRODUCTIONRooted in sociolinguistic approaches, multi-modality centers on multiple modes of communication and representation (e.g., reading, writing, and speech) to study meaning-making. In multi-modality, meaning-making includes multiple dynamics or representations of phenomena (or layers) and sensing modes by which an individual recognizes or becomes aware of the complexity of experienced phenomena (e.g., Ledin & Machin, 2017). Multiple sensing modalities are what give an individual "a wealth of information to support interaction with the world and with one another" (Turk, 2014, p. 189), and these can be interpreted through senses such as, but not limited to, hearing, seeing, touching, and feeling (e.g., Ledin & Machin, 2017). Phenomena, in the multi-modal sense, include the "binding of inputs from multiple sensory modalities and the effects of this binding" (Lachs, 2017) on individuals and accounts for the influence that one sensory modality has on another (Spence et al., 2009). Taken together, multi-modal approaches aim to capture the multi-layered and near-real-time ensemble of the intersections and dynamics of meaning-making (e.g., Archer & Newfield, 2014).Take, for example, the experience of listening to a song. When a person listens to a song, multiple events happen almost simultaneously: a person hears the song, reads the song lyrics, and thinks about how the song applies to their life. If the song connects with a person on a deeper level, their emotions manifest as excitement or joy, their heart palpitates, their mood changes, and they almost immediately begin to memorize the lyrics and tunes. Analogously, multimodal approaches try to collect many simultaneous events in order to represent the messiness and immediacy of life.Multiple layers of the phenomena include both the context and nature of discursive practices while also accounting for the convergence and divergence of its sensing modalities (Archer & Newfield, 2014). Together, the layers and immediacies of multi-modal approaches allow scholars to further nuances in meaning-making as it relates to complex realities such as access, social justice, and equity (

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The multimodal construction of race: a review of critical race theory research

Cited by 24 publications

References 59 publications

If “Black Lives Matter in Literacy Research,” Then Take This Racial Turn: Developing Racial Literacies

If “Black Lives Matter in Literacy Research,” Then Take This Racial Turn: Developing Racial Literacies

Social Justice in the Classroom

Situating multi‐modal approaches in engineering education research

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