This material published in WOW Stories is made available by the Worlds of Words: Center of Global... more This material published in WOW Stories is made available by the Worlds of Words: Center of Global Literacies and Literatures, College of Education at the University of Arizona, and the University of Arizona Libraries. If you have questions, please contact wow@arizona.edu, (520) 621-9340
In this single-case retrospective study, we examine the phenomenon of difficult experiences in sc... more In this single-case retrospective study, we examine the phenomenon of difficult experiences in schooling and literacy as described by Diana, age 25. Drawing on convergent theories of affect, new materialism, and critical dis/ability studies, we explore educational trajectories and complexities of entangled identities. Four open-ended interviews, a series of conversations, were conducted with Diana and analyzed through a rhizomatic lens. Our analysis illustrates Diana's participation histories and literacy trajectories (re)presenting dis/continuities of past, present, and future time, which bring to life emotional collisions, ruptures, and possibilities. As difficult experiences compel us to witness and to bear testimony, we address potential social and human consequences of labels and categories and argue that a new materialist approach to literacy research and critical dis/ability studies can powerfully frame research that calls out injustice and cultivates hope.
In this article, I share my experiences connecting with community as a high school teacher, a com... more In this article, I share my experiences connecting with community as a high school teacher, a community literacy developer, and a teacher educator. I describe three partnerships that created conditions for transformative change, challenging boundaries of traditional schooling by providing spaces for shared knowledge and meaning making. The experiences that undergird these partnerships present a counter story to de cit discourses and narratives of school failure. They highlight possibilities for investing in our collective future and demonstrate the capacity of individuals to build community and enact learning landscapes to bring about a more socially just world.
The current socio-political landscape and proliferation of hate speak is fueling a growing sense ... more The current socio-political landscape and proliferation of hate speak is fueling a growing sense of urgency to redress educational inequities and reclaim education. In this reflective article, we discuss our experiences as teacher educators in the rural Midwest who incorporate critical approaches to language and literacy into our repertories of practice. We aim to advance the conversation beyond the notion of social justice in theory to what social justice can look like in praxis. We argue for social justice education grounded in a funds of knowledge approach to untether social justice from overly broad or narrow representations and to locate equity and justice at the core of responsive pedagogy. The socio-political landscape in which we live is scary. Anti-immigrant nationalism and cries of fake news assail our senses and distort reality. Those of us who see our rights and freedoms slowly eroding by neo-liberal forces that systematically “curtail the will [and right] to critique” (...
This paper aims to discuss the seepage of current national discourses into the fabric of universi... more This paper aims to discuss the seepage of current national discourses into the fabric of university classrooms. The authors describe their experiences navigating politics and accompanying discourses in their undergraduate and graduate courses at a rural Midwestern university in the USA. Their narrative provides a socio-historical context in response to events related to the 2016 presidential election.,The authors situate their cultural and linguistic identities within a critical race theory framework and unpack discourses of privilege that “other” students and families from nondominant communities. They highlight promising practices that challenge the status quo, creating opportunities for critical teaching and reflection.,Teacher educators are called on to engage pre- and in-service teachers in practice-based pedagogies and inquiries around authentic issues that present possibilities for transformative social change.,This narrative addresses teaching in contentious times and reflects on transformative practice to engender critical hope.
This material published in WOW Stories is made available by the Worlds of Words: Center of Global... more This material published in WOW Stories is made available by the Worlds of Words: Center of Global Literacies and Literatures, College of Education at the University of Arizona, and the University of Arizona Libraries. If you have questions, please contact wow@arizona.edu, (520) 621-9340
In this single-case retrospective study, we examine the phenomenon of difficult experiences in sc... more In this single-case retrospective study, we examine the phenomenon of difficult experiences in schooling and literacy as described by Diana, age 25. Drawing on convergent theories of affect, new materialism, and critical dis/ability studies, we explore educational trajectories and complexities of entangled identities. Four open-ended interviews, a series of conversations, were conducted with Diana and analyzed through a rhizomatic lens. Our analysis illustrates Diana's participation histories and literacy trajectories (re)presenting dis/continuities of past, present, and future time, which bring to life emotional collisions, ruptures, and possibilities. As difficult experiences compel us to witness and to bear testimony, we address potential social and human consequences of labels and categories and argue that a new materialist approach to literacy research and critical dis/ability studies can powerfully frame research that calls out injustice and cultivates hope.
In this article, I share my experiences connecting with community as a high school teacher, a com... more In this article, I share my experiences connecting with community as a high school teacher, a community literacy developer, and a teacher educator. I describe three partnerships that created conditions for transformative change, challenging boundaries of traditional schooling by providing spaces for shared knowledge and meaning making. The experiences that undergird these partnerships present a counter story to de cit discourses and narratives of school failure. They highlight possibilities for investing in our collective future and demonstrate the capacity of individuals to build community and enact learning landscapes to bring about a more socially just world.
The current socio-political landscape and proliferation of hate speak is fueling a growing sense ... more The current socio-political landscape and proliferation of hate speak is fueling a growing sense of urgency to redress educational inequities and reclaim education. In this reflective article, we discuss our experiences as teacher educators in the rural Midwest who incorporate critical approaches to language and literacy into our repertories of practice. We aim to advance the conversation beyond the notion of social justice in theory to what social justice can look like in praxis. We argue for social justice education grounded in a funds of knowledge approach to untether social justice from overly broad or narrow representations and to locate equity and justice at the core of responsive pedagogy. The socio-political landscape in which we live is scary. Anti-immigrant nationalism and cries of fake news assail our senses and distort reality. Those of us who see our rights and freedoms slowly eroding by neo-liberal forces that systematically “curtail the will [and right] to critique” (...
This paper aims to discuss the seepage of current national discourses into the fabric of universi... more This paper aims to discuss the seepage of current national discourses into the fabric of university classrooms. The authors describe their experiences navigating politics and accompanying discourses in their undergraduate and graduate courses at a rural Midwestern university in the USA. Their narrative provides a socio-historical context in response to events related to the 2016 presidential election.,The authors situate their cultural and linguistic identities within a critical race theory framework and unpack discourses of privilege that “other” students and families from nondominant communities. They highlight promising practices that challenge the status quo, creating opportunities for critical teaching and reflection.,Teacher educators are called on to engage pre- and in-service teachers in practice-based pedagogies and inquiries around authentic issues that present possibilities for transformative social change.,This narrative addresses teaching in contentious times and reflects on transformative practice to engender critical hope.
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Papers by Heidi R Bacon