“This is America”: Examining Artifactual Literacies as Austere Love Across Contexts of Schools and Everyday Use

Marciano, Joanne E.; Watson, Vaughn W. M.

doi:10.1007/s11256-020-00564-0

Cited by 13 publications

(15 citation statements)

References 5 publications

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“…Literacy scholars have argued identities, literacies, and emotions are intricately bound up in relationships between people and bodies across spaces (e.g., Marciano and Watson, 2021;Wissman et al, 2015). In tracing artifactual literacies, Marciano & Watson (2021) argued "the urgency of the relational" (p. 351) across objects, people, geographies, and emotions (p. 334). Wissman et al (2015) suggested literacy scholarship consider both "physical and relational contexts" of literacies as intertwined with relationships in and outside the classroom across "multimodal and multimediated litscapes " (p. 194).…”

Section: Identities Emotions and Literaciesmentioning

confidence: 99%

Section: Identities Emotions and Literaciesmentioning

confidence: 99%

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When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction

Dunn

2022

Reading Research Quarterly

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Teachers’ efforts to build literacy classrooms inclusive of experiences of trauma and loss require attending to affective sensations and displayed emotions as culturally constructed and socially produced. Yet teachers’ personal loss experiences and their influence on literature instruction remain understudied, with literacy scholarship in this area typically focusing on students’ loss experiences. Using in‐depth interviews with secondary English teachers who had lost a loved one, I analyzed how affect and emotion moved through teachers’ understandings of teaching literature following loss. Teachers’ accounts made visible their interpretations of emotional rules for addressing loss, including responsibility for students’ needs, care for students, and uncertainty surrounding emotions in the classroom. Teachers described emotions as attaching to particular bodies according to their understanding of their identities as teachers. This paper explains how teachers navigate the many sensations present when teachers and students read literature together, as human beings who also lose people they love.

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Section: Identities Emotions and Literaciesmentioning

confidence: 99%

Section: Identities Emotions and Literaciesmentioning

confidence: 99%

When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction

Dunn

2022

Reading Research Quarterly

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“…Thus, I found an artifact project that provided insightful glimpses into students’ life experiences and the literacies practiced by their families. Also, the use of artifacts can be beneficial to language learners and students of color to empower student narratives (Karam et al , 2021; Marciano and Watson, 2021) and to “build bridges and invite connections” (Lehman, 2015, p. 4) in academic spaces where the curriculum often ignores student identity and background. The use of artifacts, or material objects, that bring in culture and everyday life (Pahl and Rowsell, 2010) can also evoke memories and lived experiences that can have various connections to texts (Ivanova, 2014).…”

Section: The English Classroommentioning

confidence: 99%

Exploring global religious traditions through artifactual literacy projects

McNeill

2022

ETPC

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Purpose The purpose of this study is an exploration of stories told by multilingual students participating in a literacy project in a secondary English course as part of a larger three year practitioner inquiry study, in which the author analyzed students’ literacy project to create a culturally responsive English curriculum. In this paper, the stories of two participating students were examined to derive ideas for an English curriculum in which students’ assets, such as cultural heritage and religious traditions, are recognized and honored. Design/methodology/approach Two objectives of the study were to learn about my students’ assets and to use them to complement the district-mandated texts in ways that honored students’ cultural traditions and accumulated knowledge. This paper focuses on an artifactual literacy project paired with reading the novel To Kill a Mockingbird in an English course for emergent bilinguals, in which the modified curriculum highlighted their experiences and traditions. Findings Two themes emerged from the analysis. First, religious communities are often valuable to emergent bilingual students. Second, although borders often separate the families of these students, they continue their religious traditions with those in their new communities in the USA, whose members have also carried traditions across borders to honor and preserve their families’ cultures, languages and religions in new places. Originality/value Religion is rarely discussed in public school English classrooms. This research project demonstrates the value of artifacts in secondary classrooms which provide a space for students to discuss personally meaningful religious and cultural literacy practices.

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“…Centering the materiality of artifacts in writing TLAs allowed us to draw on the semiotics of everyday meaning making, thereby making these objects “sites of discursive meditation and possibility” of literacies practices (Pahl & Rowsell, 2010, p. vii). Specifically, we used Marciano and Watson's (2020) artifactual literacy writing as an example and inspiration for writing our three TLAs. Stephie's artifact was a poem by Lee Tonouchi (2004) titled “Dey Say if You Talk Pidgin You No Can” that enabled her to question language hierarchies and that guided her in making critical pedagogical decisions.…”

Section: The Studymentioning

confidence: 99%

Critical collaboration across three transnational literacy autobiographies

Kang

Gangopadhyay

Hall

2022

J Adolescent & Adult Lit

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Suha:"All of us have had to kind of leave behind what we were comfortable with and [who] we were, what we consider to be normal … the moment you move to a new place all of that starts unraveling." Stephie: "I'm just amazed by, [despite] different places, different languages … we have a very similar way we come to realize how this [literacy hierarchy] is problematic." Lindsey: "Who decided that this…very stuffy, very separated from [the] real world, and feeling and emotion, is the pinnacle of English? And then forcing that onto other languages, [that] they should aspire to be [the same]."

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“This is America”: Examining Artifactual Literacies as Austere Love Across Contexts of Schools and Everyday Use

Cited by 13 publications

References 5 publications

When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction

When Teachers Lose Loved Ones: Affective Practices in Teachers’ Accounts of Addressing Loss in Literature Instruction

Exploring global religious traditions through artifactual literacy projects

Critical collaboration across three transnational literacy autobiographies

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