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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 0000-0001-5062-6480), Dyches, Jeanne
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
FullText Text:
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  Data: Sharpening Students' Racial Literacies through Multimodal Subversion
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  Data: <searchLink fieldCode="AR" term="%22Howell%2C+Emily%22">Howell, Emily</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5062-6480">0000-0001-5062-6480</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dyches%2C+Jeanne%22">Dyches, Jeanne</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+%26+Adult+Literacy%22"><i>Journal of Adolescent & Adult Literacy</i></searchLink>. Sep-Oct 2022 66(2):100-110.
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  Data: 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
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Theory%22">Critical Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Attitudes%22">Racial Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Literary+Criticism%22">Literary Criticism</searchLink><br /><searchLink fieldCode="DE" term="%22Literature%22">Literature</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Perspective+Taking%22">Perspective Taking</searchLink>
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  Data: 10.1002/jaal.1255
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  Data: 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.
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        PageCount: 11
        StartPage: 100
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Critical Theory
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Racial Attitudes
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      – SubjectFull: Literary Criticism
        Type: general
      – SubjectFull: Literature
        Type: general
      – SubjectFull: Racism
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      – SubjectFull: Multiple Literacies
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      – SubjectFull: Multimedia Instruction
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      – SubjectFull: Perspective Taking
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      – TitleFull: Sharpening Students' Racial Literacies through Multimodal Subversion
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            NameFull: Dyches, Jeanne
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