'Chinese People and Dogs Are Not Allowed': Asian American Adolescents Enacting Racial Literacies through Critical Multimodality
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| Title: | 'Chinese People and Dogs Are Not Allowed': Asian American Adolescents Enacting Racial Literacies through Critical Multimodality |
|---|---|
| Language: | English |
| Authors: | Mohit P. Mehta |
| Source: | Language Arts. 2026 103(3):161-173. |
| Availability: | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Ethnic Studies, Asian Americans, Youth, Racial Attitudes, Adolescent Attitudes, Critical Literacy, Cultural Background, Racism, Power Structure, Social Justice, Social Differences, Critical Race Theory |
| DOI: | 10.58680/la20261033161 |
| ISSN: | 0360-9170 1943-2402 |
| Abstract: | This article explores how Asian American youth participating in a community-based ethnic studies program cultivate racial literacy practices through critical multimodality. Nine Asian American adolescents, ages eleven to fourteen, enacted racial literacies through dynamic interactions with multimodal artifacts organized in multimodal text sets. Access to multimodal artifacts generated critical discussion between the co-instructors and youth participants in ways that connected to the historical background knowledge and lived experience of racism. Based on the experiences of youth collaborators and co-instructors in this novel pedagogical space, the author provides suggestions for educators to support students' critical literacy development in ways that interrogate historical and contemporary forms of power, oppression, and societal inequities. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1499580 |
| Database: | ERIC |
| Abstract: | This article explores how Asian American youth participating in a community-based ethnic studies program cultivate racial literacy practices through critical multimodality. Nine Asian American adolescents, ages eleven to fourteen, enacted racial literacies through dynamic interactions with multimodal artifacts organized in multimodal text sets. Access to multimodal artifacts generated critical discussion between the co-instructors and youth participants in ways that connected to the historical background knowledge and lived experience of racism. Based on the experiences of youth collaborators and co-instructors in this novel pedagogical space, the author provides suggestions for educators to support students' critical literacy development in ways that interrogate historical and contemporary forms of power, oppression, and societal inequities. |
|---|---|
| ISSN: | 0360-9170 1943-2402 |
| DOI: | 10.58680/la20261033161 |
