Race and gender in the shaping of the American literary canon:a case study from the twenties

2013 ◽  
pp. 65-90
Keyword(s):  
Race And Gender ◽  
And Gender

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 28-46
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Creating Spaces for Critical Literacy for Bilingual Learners

2019 ◽  
pp. 1303-1321
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Redesigning GE Language

2022 ◽  
pp. 22-40
Author(s):  
Paula Cronovich ◽  
Jacqueline Mitchell
Keyword(s):  
General Education ◽  
Teaching And Learning ◽  
The United States ◽  
People Of Color ◽  
Cultural Contexts ◽  
Race And Gender ◽  
Faith Based ◽  
And Gender ◽  
Diverse Groups

This case study delineates changes enacted in the cultural program for beginning-level Spanish language students at a private, faith-based university. Given the restrictions of the pandemic insofar as virtual teaching and learning, as well as the national and international context of racial strife and inequities, the instructors took the opportunity to utilize antiracist pedagogy in order to reach the goals of meaningful content and measurable student outcomes. One of the General Education learning outcomes demonstrates how well students understand the “complex issues faced by diverse groups in global and/or cross-cultural contexts.” Within the context of Latin America and the Latina/Latino experience in the United States, the assignments focus on the intersections of race and gender as they relate to cultural expressions, ensuring that the approach does not obfuscate contributions nor realities of people of color.

scholarly journals Gender, Family, Race, and the Colonial State in Early Nineteenth-Century Jamaica

2021 ◽  
pp. 1-24
Author(s):  
Aaron Graham
Keyword(s):  
White Women ◽  
White Men ◽  
People Of Color ◽  
Colonial State ◽  
Race And Gender ◽  
Women And Children ◽  
The Caribbean ◽  
And Gender

Abstract Recent work has emphasized the role of colonial state structures in the construction and enforcement of race and gender in the British Empire from the seventeenth century onward, particularly among people of color. But work on the parallel phenomenon of “Whiteness” has focused on White men rather than White women and children, on elites rather than those below them, and on North America rather than the Caribbean. This article, using the records of a “Clergy Fund” established in Jamaica in 1797 as an insurance scheme for the (White) widows and orphans of clergymen, therefore addresses a gap in this literature by providing a case study of how a colonial state in the Caribbean tried—and failed—to construct and enforce race and gender among White women and children from outside the elite, during a period when White society in the region seemed under threat.

“Because Often It’s Both”

2018 ◽  
pp. 58-82
Author(s):  
Ralina L. Joseph
Keyword(s):  
African American ◽  
Strategic Ambiguity ◽  
Race And Gender ◽  
Magic Trick ◽  
Representational Space ◽  
Cultural Imaginary ◽  
The Press ◽  
The Status ◽  
And Gender

Chapter 2 analyzes a case study from Oprah Winfrey. Winfrey has always occupied a unique, exceptional, and almost superhuman position in the American cultural imaginary. Winfrey has long since abandoned the status of mere mortal in the eyes of fans and foes alike. In her ubiquity, Winfrey did much to not only shore up her own brand, but also configure the representational space of a particular brand of celebrity African American womanhood. That particular brand was strategic ambiguity. This chapter asks: what happened when the magic trick stopped working, or when Winfrey’s postracial, strategically ambiguous negotiations of race and gender weren’t successful? In this chapter, Joseph analyzes the limits of Winfrey’s so-called racial transcendence, considering a telling moment when she used strategic ambiguity but was still pilloried in the press as a race-baiting, uppity, Angry Black Woman.

Using Autoethnography to Engage in Critical Inquiry in TESOL

2022 ◽  
pp. 245-259
Author(s):  
Qinghua Liu
Keyword(s):  
Qualitative Research ◽  
Research Method ◽  
Evidence Based ◽  
Teaching English ◽  
Evidence Based Practices ◽  
Qualitative Research Method ◽  
Race And Gender ◽  
Qualitative Research Methodology ◽  
And Gender

In this chapter, the author proposes using the qualitative research method of autoethnography to improve one's practice in teaching English to students of other languages (TESOL). This chapter first includes an overview of autoethnography followed by discussion of evidence-based practices and learning activities that apply the methodology. The chapter then explores the method through a case study involving the author and her son. Through this autoethnography account, the author demonstrates the process of collecting, analyzing, and interpreting autobiographical data to gain a deeper understanding of ourselves and our students. The case demonstrates how intersectionalities, including race and gender, have an impact on the learning experiences. In this way, this protocol has methodological and pedagogical implications for TESOL praxis. This chapter finally discusses the implications of this methodology in TESOL as a viable qualitative research methodology to gain new insights and understandings for TESOL educators.

Articulating a Succinct Description: An Applied Method for Catalyzing Cultural Change

2021 ◽  
Vol 80 (2) ◽  
pp. 128-139
Author(s):  
Coleen Carrigan ◽  
Noah Krigel ◽  
Mira Banerjee Brown ◽  
Michelle Bardini
Keyword(s):  
Engineering Education ◽  
Cultural Change ◽  
Engineering Students ◽  
Cultural Beliefs ◽  
Pedagogical Tools ◽  
Race And Gender ◽  
Research Findings ◽  
Group Members ◽  
And Gender

Articulating a Succinct Description uses ethnographic data to create case study interventions facilitated with people who belong to the culture with whom the ethnographer is engaged. We do so in order to disseminate research findings, address problems presented in the case, and collect additional data for further collective analysis. Further, Articulating a Succinct Description is designed as a means of intervention for underrepresented group members to be heard and gain support and promote equity engagement among majority members in efforts to create more inclusive cultures. In this paper, we validate this method using findings from its application with engineering students at a public university. This method allowed us to view engineering culture not as monolithic, but rather as one with multiple sets of cultural beliefs, values, and behaviors. In particular, we noted a behavior among students we’ve called Swing Staters, who expressed meritocratic beliefs, yet, who we argue, may be critical to reducing bias in engineering education. These findings, analyzed along interwoven threads of race and gender, demonstrate the efficacy of the Articulating a Succinct Description method and contribute to efforts in engineering education to advance pedagogical tools to reduce bias and exclusions in these fields.

Convergence of Rhetoric, Labour, and Play in the Construction of Inactive Discourses on Twitch

2019 ◽  
Vol 5 (2) ◽  
pp. 133-148
Author(s):  
Alexandra S. Catá
Keyword(s):  
Video Games ◽  
Social Action ◽  
Complex Space ◽  
Power Structure ◽  
Power Structures ◽  
Race And Gender ◽  
Complex Power ◽  
And Gender ◽  
A Site

Abstract Twitch is a complex space that involves both laborious play and “playbour” through the commodification of streamers time and the gamification of streamer interaction through emotes and bits. As a result, this creates a rhetorical space where celebrity, race, and gender are tension points that reflect disproportionate power structures on Twitch. Coupled with the fact that Twitch also functions as the main broadcast platform for esports tournaments, understanding how streamers rhetorically position themselves and interact with audiences as content creators, streamers, celebrities, and, for some, esports athletes it is important as video games increasingly become a mainstream form of entertainment. In addition to examining streamers, we also need to understand how average audiences, both casual, non-competitive gamers, and mainstream audiences will consume and react to streamer discussions and discourse and how that impacts attitudes in the community, particularly in relation to toxicity towards minorities. My paper uses Tyler “Ninja” Belvin’s statement “I don’t play with female gamers” (Frank 2018) as a rhetorical case study for examining rhetorical power, celebrity, and privilege on Twitch. I ultimately argue that Twitch is a site of laborious play and “playbour” that perpetually remains socially inactive in supporting and accepting minorities on the platform. To support this argument, I use Carolyn Miller’s “Genre as Social Action” (1984) to situate the rhetorics around this situation using her features (context, recursive patterns, discourse, mediation, and exigence) to analyse two interviews with Ninja, labour and commodification structures on Twitch, and Twitch chat. Through these, I identify the rhetorical implications of Ninja’s statements, how it affects the Twitch gaming community, and reveal a complex power structure that ultimately fails to acknowledge the streamers’ rhetorical power and influence while continuing to perpetuate toxic gaming attitudes towards minorities.

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