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"Turner, Jennifer D"
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Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures
Purpose
This paper aims to demonstrate how Alayah, a 16-year-old African American girl, leverages multiple expressive modes for intersectional self-representation as speculative design. Here, speculative design refers to a multimodal composition (i.e. digital collage) which leverages multiple expressive modes for intersectional self-celebration in possible futures.
Design/methodology/approach
Informed by intersectional multimodal literacy frameworks and analyses, this paper addresses the question, “How does Alayah represent her college and career futures in her speculative multimodal design? To address this question, the author analyzed Alayah's digital collage using an intersectional multimodal analysis template complemented by a thematic analysis of her interview data and the narrated explanation of her collage.
Findings
In a speculative design composed of 15 images and words, Alayah agentively determined and critically celebrated her intersectional college and career futures through four interrelated themes: Black girl affirmation; Collegiate success; “Sweet” work; and Black livingness.
Originality/value
By centering Black girls’ speculative multimodal designs in college and career curricula, ELA educators (re)imagine college and career pedagogies to critically celebrate Black adolescent girls as intelligent, empowered and literate young women worthy of the futures that they desire.
Journal Article
Brown Girls Dreaming: Adolescent Black Girls’ Futuremaking through Multimodal Representations of Race, Gender, and Career Aspirations
Inspired by Jacqueline Woodson's (2014) memoir, this article examines the ways Tamika and Malia, two African American adolescent girls and fraternal twins, act as Brown girl dreamers and articulate their career aspirations through multimodal compositions. Drawing on the psychological literature on youths' career aspirations, theories related to Black Girlhood and Black Girls' Literacies, and case study methodologies, we investigated two key questions: (1) In what ways do two Black adolescent girls represent their career dreams through drawings/sketches created in 2012 and digital dream boards designed in 2018? and (2) Across their 2018 digital career dream boards, what common visual images do two Black adolescent girls curate and interpret to imagine and/or (re)imagine their futures? We composed case studies by integrating rich data from the girls' 2012 career dream drawings, their 2018 digital career dream boards, and transcripts from individual interviews and a 60-minute focus group interview. Our analyses of the visual images and the interview transcripts revealed that Tamika and Malia employed visual design devices to illustrate their career aspirations while honoring their identities as young Black women. Cross-case analyses further demonstrated that as futuremakers, Tamika and Malia critiqued the (under) representations of Black career women and articulated the need for multiliteracies, in the form of professional, aspirational auditory (i.e., music), and life literacies that protect and advance their own future interests and goals. We conclude with implications for how educators can (re) position Black adolescent girls as multiliterate futuremakers in secondary classrooms and center their career aspirations in English language arts curriculum.
Journal Article
Improving Black Students’ College and Career Readiness through Literacy Instruction: A Freirean-Inspired Approach for K–8 Classrooms
Scholars have argued that college preparation for Black students is the civil rights issue for our times. While Black students hold high aspirations for future success, their college and career readiness in literacy is often mitigated by instructional barriers in K–8 classrooms. In this article, the author offers a set of principles, inspired by the work of the late Brazilian educator Paulo Freire that teachers can use to enhance Black students’ college and career readiness. The treatise outlines four instructional principles that help Black students critically “read the word and the world”: (a) Leverage students’ community knowledge and career aspirations for literacy skill instruction; (b) Center students’ racial literacies and conventional literacies within instruction; (c Promote liberatory literacies through conventional, creative, and critical writing; and (d) Inspire skill development, critique, and action through “problem-posing” projects.
Journal Article
Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness
Purpose
Historically, literacy education and research have been dominated by white supremacist narratives that marginalize and deficitize the literate practices of Black students. As anti-Blackness proliferates in US schools, Black youth suffer social, psychological, intellectual, and physical traumas. Despite relentless attacks of anti-Blackness, Black youth fight valiantly through a range of creative outlets, including multimodal compositions, that enable them to move beyond negative stereotypes, maintain their creativity, and manifest the present and future lives they desire and so deeply deserve.
Design/methodology/approach
This study aims to answer the question “How do Black students' multimodal renderings demonstrate creativity and love in ways that disrupt anti-Blackness?” The authors critically examine four multimodal compositions created by Black elementary and middle school students to understand how Black youth author a more racially just society and envision self-determined, joyful futures. The authors take up Black Livingness as a theoretical framework and use visual methodologies to analyze themes of Black life, love and hope in the young people’s multimodal renderings.
Findings
The findings suggest that Black youth creatively compose multimodal renderings that are humanizing, allowing their thoughts, feelings and experiences to guide their critiques of the present world and envision new personal and societal futures. The authors conclude with a theorization of a Black Livingness Pedagogy that centers care for Black youth.
Originality/value
Recognizing that “the creation and use of images [is] a practice of decolonizing methodology” (Brown, 2013, loc. 2323), the authors examine Black student-created multimodal compositional practices to understand how Black youth author a more racially just society and envision self-determined, joyful futures.
Journal Article
To Dream, to Fly, and to Be: Depictions of Black Livingness in Contemporary African American Children's Literature
Black authors of African American children's literature in the US are creating narratives that resist anti-Blackness and depict the thriving lives of African American children. This article explores the concept of Black Livingness as an analytic lens for reading children's literature and provides educators with four questions and criteria for selecting books that illustrate Black Livingness. The article examines three recent African American children's literature and highlights their cultural authenticity, vibrant illustrations, and depictions of joy, creativity, and playfulness. It emphasizes the importance of diverse literature in enhancing children's literate lives and expanding their understanding of Black life. The article calls for elementary educators to include more expansive stories that depict happiness and playfulness, providing Black children with mirrors that affirm their existence and nourish their racial consciousness and imaginations. By privileging the creative works and stories produced by Black authors and illustrators, educators can create spaces for diverse and nuanced representations of Black communities and people.
Journal Article
Mapping the intersections of religion, literacy, and Public Schooling for displaced, immigrant, and refugee Children: A Conversation with loukia K. Sarroub
An interview with Dr. Loukia K. Sarroub, graduate programs chair in the Department of Teaching, Learning, and Teacher Education at the University of Nebraska-Lincoln, is presented. Among other things, Sarroub discusses how teachers can help displaced, immigrant, and refugee youth navigate literacy, religion, and success in public schools.
Journal Article
Six Key Principles
College and career readiness has become a top priority for elementary schools. Skills-focused approaches often are the sole method of preparing students for their postsecondary futures, which can overshadow the identities that students bring to the classroom. In contrast, the authors adopted an identity-centered approach to literacy instruction using students’ career dreams as a focal point by implementing a standards-aligned career exploration unit for students in grades 3–6. The authors share the six multimodal instructional principles that they generated to support upper elementary students’ literacy skill development while focusing on their career aspirations and identities.
Journal Article
Beyond Parent-Teacher Night
Dr. Jeanne Paratore describes how teachers can design new curricular possibilities by learning about and leveraging literacy practices in homes and communities through reciprocal and interactive partnerships.
Journal Article