Sharpening Students' Racial Literacies through Multimodal Subversion
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| Title: | Sharpening Students' Racial Literacies through Multimodal Subversion |
|---|---|
| Language: | English |
| Authors: | Howell, Emily (ORCID |
| Source: | Journal of Adolescent & Adult Literacy. Sep-Oct 2022 66(2):100-110. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Critical Theory, Race, Racial Attitudes, Literary Criticism, Literature, Racism, Multiple Literacies, Multimedia Instruction, Perspective Taking |
| DOI: | 10.1002/jaal.1255 |
| ISSN: | 1081-3004 1936-2706 |
| Abstract: | This case study shares the experiences of 24 students in an urban high school in the U.S. Midwest who spent 6 weeks learning about, and applying tenets of, critical race theory (CRT) to their analysis of the canonical "The Adventures of Huckleberry Finn." Students created a visual essay reflecting their understanding of CRT in the novel and in their broader social milieu. Drawing from, and sharing possibilities for, merging theoretical principles from CRT, multiliteracies, and the writing process, we/the authors ask: How can students utilize multiple perspectives to sharpen racial literacies through multimodal design? These findings include three points of integration: (a) overt instruction, Whiteness, and organizing; (b) critical framing, intersectionality, and address; and (c) transformed practice, critical stance, and revise and survey again. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1349368 |
| Database: | ERIC |
| Abstract: | This case study shares the experiences of 24 students in an urban high school in the U.S. Midwest who spent 6 weeks learning about, and applying tenets of, critical race theory (CRT) to their analysis of the canonical "The Adventures of Huckleberry Finn." Students created a visual essay reflecting their understanding of CRT in the novel and in their broader social milieu. Drawing from, and sharing possibilities for, merging theoretical principles from CRT, multiliteracies, and the writing process, we/the authors ask: How can students utilize multiple perspectives to sharpen racial literacies through multimodal design? These findings include three points of integration: (a) overt instruction, Whiteness, and organizing; (b) critical framing, intersectionality, and address; and (c) transformed practice, critical stance, and revise and survey again. |
|---|---|
| ISSN: | 1081-3004 1936-2706 |
| DOI: | 10.1002/jaal.1255 |
