Opening spaces of restoration for youth through community-engaged critical literacy practices

2019 ◽  
Vol 19 (1) ◽  
pp. 95-106 ◽  
Author(s):  
Heidi Lyn Hadley ◽  
Kevin J. Burke ◽  
William Terrell Wright
Keyword(s):  
Critical Literacy ◽  
Design Methodology ◽  
School Discipline ◽  
Literacy Practices ◽  
Community Members ◽  
Content Type ◽  
Youth Program ◽  
Community Organizers ◽  
Youth Community ◽  
Constant Comparative Analysis

Purpose The purpose of this paper is to explore how critical literacy practices within a community youth program opened spaces for restoration for youth. In turn, youth created civic conversations about race, juvenile justice and school discipline inequities to enact change within their community. Design/methodology/approach This qualitative study used ethnographic methods such as interviews and observation to collect data from youth, community members and adults who run the youth center. Data were analyzed using constant comparative analysis. Findings Youth created spaces of restoration by reclaiming historicized narratives about themselves, their families and their community. Youth engaged critical literacy practices to explore their own identity, critique inequality in their community and work as community organizers to lead adults in conversations for change. Originality/value This paper explores how critical literacy practices have restorative value when youth use them in authentic ways to research community problems and work for change.

“I’m not in the truth business”: the politics of climate change with pre-service teachers

2018 ◽  
Vol 17 (2) ◽  
pp. 72-89 ◽  
Author(s):  
James S. Damico ◽  
Alexandra Panos ◽  
Mark Baildon
Keyword(s):  
Climate Change ◽  
Critical Literacy ◽  
Design Methodology ◽  
Literacy Practices ◽  
Academic Disciplines ◽  
Content Type ◽  
Agonistic Encounter ◽  
Science And Politics ◽  
Change Beliefs ◽  
Online Sources

Purpose This study was designed to be an agonistic encounter between two pre-service teachers from different academic disciplines and with opposing climate change beliefs. The purpose of this study was to create an opportunity for this pair of future educators to voice, acknowledge and engage their differences, rather than avoid or skirt them. Design/methodology/approach Using a paired interview approach, two pre-service teachers discussed online sources about climate change. The analysis focuses on critical literacy practices of textual critique and reader reflexivity, considering how students from different beliefs and perspectives engage in agonism and negotiated practices. Findings While there was evidence of the two students engaged in critical literacy practices of textual critique, most of this engagement with the sources remained more at a surface level with somewhat superficial criteria to evaluate the sources. The two students engaged reflexively during the interview discussion in terms of their academic disciplines and climate change beliefs. This reflexive work produced the most compelling exchanges during the interview discussion and pointed to two rich sites for agonistic engagement: their differing conceptions of reliability and their competing perspectives about the intersection of science and politics. Originality/value Agonism offers a lens that helps ensure we understand that all pursuits toward facts and truth are necessarily contested as we engage with respected adversaries, not enemies we need to vanquish. There is an urgent need for dialogue across difference, especially for people in the increasingly polarized USA with complex topics and challenges such as climate change.

The limits of resistant reading in critical literacy practices

2018 ◽  
Vol 17 (4) ◽  
pp. 298-309 ◽  
Author(s):  
Cori Ann McKenzie ◽  
Scott Jarvie
Keyword(s):  
Critical Literacy ◽  
Design Methodology ◽  
Literacy Practices ◽  
Reading Practices ◽  
Literature Instruction ◽  
Content Type

Purpose This paper aims to draw from work in the field of English that questions the “limits of critique” (Felski, 2015) in order to consider the limits of critical literacy approaches to literature instruction. The study focuses on the relational and affective demands that resistant reading places on readers and texts. Design/methodology/approach Drawing from post-critical (Felski, 2015) and surface (Best and Marcus, 2009) reading practices in the field of English, the authors perform analyses of two recent articles that illustrate critical literacy approaches to literature instruction, drawing attention to the ways the resistant reading practices outlined in each article reflect Felski’s description of critique. Findings The authors’ readings of two frameworks of critical literacy approaches to literature instruction produce two key findings: first, in emphasizing resistant readings, critical literacy asks readers to take up a detective-like orientation to literature, treating texts as suspects; second, resistant reading practices promote a specific set of affective orientations toward a text, asking readers to cultivate skepticism and vigilance. Originality/value While the authors do not dismiss the importance of critical literacy approaches to literature instruction, the study makes room for other relational and affective orientations to literature, especially those that might encourage readers to listen to – and be surprised by – a text. By describing critical literacy through the lens of Felski’s work on critique, the authors aim to open up new possibilities for surprising encounters with literature.

Online brand communities as heterogeneous gatherings: a netnographic exploration of Apple users

2017 ◽  
Vol 26 (4) ◽  
pp. 375-385 ◽  
Author(s):  
Tuğba Özbölük ◽  
Yunus Dursun
Keyword(s):  
Design Methodology ◽  
Participant Observation ◽  
Opinion Leader ◽  
Brand Community ◽  
Community Members ◽  
Content Type ◽  
Brand Communities ◽  
Online Brand Communities ◽  
Different Types ◽  
Online Brand Community

Purpose This paper aims to investigate the different types of members based on their roles within an online brand community dedicated to Apple. Design/methodology/approach Design/methodology/approach Data are drawn from an 18-month netnographic study, including participant and non-participant observation. Findings Findings reveal that members of the online brand community share a common goal but they are heterogeneous in many respects. In this research, five different types of brand community members are identified: learner, pragmatist, activist, opinion leader and evangelist. These findings emphasize the heterogeneity of the brand community or the differences of members and subgroups they form in the community. Practical implications This paper offers some insights for brand managers. There are different sub-tribes in online brand communities and these sub-tribes develop their own meanings of the brand. This means that online brand communities do not form one single homogenous target group and can be segmented into subgroups. Findings also offer a deeper understanding of negative characteristics of online brand community members. The role “activist” found in this study may be crucial for marketers, as activists can represent the negative side of online brand communities. Originality/value The literature on brand communities has focused predominantly on the homogeneity of these communities. This paper extends the literature by demonstrating the heterogeneity in an online brand community. The paper contributes to the brand community literature by substantiating that online brand community members can be segmented into subgroups based on their roles within the community. In addition, the paper extends the existing literature on brand communities that has overlooked the destructive consumer roles.

Pandemic meaning making: messing toward motet

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mary Beth Schaefer ◽  
Sandra Schamroth Abrams ◽  
Molly Kurpis ◽  
Charlotte Abrams ◽  
Madeline Abrams
Keyword(s):  
Participatory Research ◽  
Research Method ◽  
Design Methodology ◽  
Research Team ◽  
Research Study ◽  
Literacy Practices ◽  
Meaning Making ◽  
Musical Form ◽  
Content Type ◽  
At Home

Purpose In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate. The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory. Design/methodology/approach This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry. In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms. Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions. Findings The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order. The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles. Originality/value In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications.

scholarly journals Re-thinking employability with a literacies lens

2018 ◽  
Vol 8 (2) ◽  
pp. 164-178
Author(s):  
Alexandra Kendall ◽  
Amanda French
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Literacy Practices ◽  
Social Activity ◽  
Approaches To Learning ◽  
Self Esteem ◽  
Content Type ◽  
Social Theories ◽  
Funded Project ◽  
Engaging Student

Purpose The purpose of this paper is to draw on the outcomes of an Higher Education Academy funded project, Literacies for Employability (L4E) to contribute to discussion of the interface between university learning and workplace settings and the focus on employability that dominates the English context. The paper will be of interest to colleagues from any discipline who have an interest in critical (re)readings of employability and practical ways of engaging student in ethnographic approaches to understanding workplace practices, particularly those with an interest in professional, work-based, or placement learning. Design/methodology/approach L4E is grounded in social theories of communication from Sociology and Education that understands literacy as a complex social activity embedded in domains of practice. These ideas recognise workplaces as domains that are highly distinctive and diverse contexts for literacy (rather than generic or standard) and that to be successful in particular workplace settings students must be attuned to, and adaptive and fluent in, the nuanced literacy practices of that workplace. However, evidence suggests (Lea and Stierer, 2000) that HE students (and teachers) rarely experience overt teaching about literacy in general or workplace literacies in particular. Findings This project developed a framework to scaffold and support this process across the disciplines so that students can develop the attitudes and behaviours they will need to be successful in the workplace. Originality/value The approach chimes with recommendations from Pegg et al. (2012) that employability is most effectively developed through a focus on more expansive, reflexive approaches to learning and through “raising confidence […] self-esteem and aspirations” (Pegg et al., 2012, p. 9).

Developing critical literacy in science through an SFL-informed pedagogical heuristic

2019 ◽  
Vol 18 (1) ◽  
pp. 4-17 ◽  
Author(s):  
Zhihui Fang ◽  
Brittany Adams ◽  
Valerie T. Gresser ◽  
Cuiying Li
Keyword(s):  
Critical Literacy ◽  
Information Structure ◽  
Design Methodology ◽  
School Science ◽  
Language Awareness ◽  
Content Type ◽  
Structure Text ◽  
Present Information ◽  
Critical Language Awareness ◽  
Knowledge Claims

Purpose This paper describes and exemplifies a pedagogical heuristic for promoting critical literacy in science. Design/methodology/approach One way to support critical literacy in science is through a linguistically informed pedagogical heuristic called 5Es – Enquire, Engage, Examine, Exercise and Extend. Findings This paper describes the implementation of 5Es in a four-week middle school science unit on climate change, showing how the heuristic can be used to develop students’ understanding of the varied ways authors use language to present information, structure text, infuse judgment and evaluation, engage with and position the reader and express epistemic commitment to knowledge claims. Originality/value 5Es offer teachers a new heuristic for text exploration that develops students’ critical language awareness, advanced literacy and disciplinary literacy at the same time.

Collections, connections and change: differences in experiencing archives

2017 ◽  
Vol 66 (1/2) ◽  
pp. 2-15
Author(s):  
Diana K. Wakimoto
Keyword(s):  
Design Methodology ◽  
Dual Role ◽  
Community Members ◽  
Dual Roles ◽  
Content Type ◽  
Information Professionals ◽  
Nuanced Understanding ◽  
Historical Resources ◽  
Practical Implications

Purpose The purpose of this paper is to describe different collective ways that archivists, librarians and those with dual-roles experience archives. Design/methodology/approach Using a phenomenographic approach, a total of 24 librarians, archivists and dual-role individuals were interviewed, and interview transcripts were analyzed to create categories that described the varying ways in which archives are experienced. Findings Librarians experienced archives in four ways: historical resources, preserving history, preserved access and political. Archivists experienced archives in four ways: accessible collections, connection, collaboration and stewardship. Dual-role individuals experienced archives in five ways: collections, preserved access, progress, connection and knowledge creators. There are variations among and within each group on how archives are experienced. However, there is a significant overlap in many categories in terms of access, preservation, use and collections. Practical implications Understanding each other’s different perspectives could lead to stronger partnerships among librarians, archivists and dual-role individuals. These partnerships have the potential to increase the visibility of archives, providing greater access and engagement for community members. Originality/value The study supports previous phenomenographic research on experiences of archives and provides a more nuanced understanding of information professionals’ varying collective experiences of archives.

scholarly journals Inclusion of Indigenous workers in workplace mental health

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Robyn A. O'Loughlin ◽  
Vicki L. Kristman ◽  
Audrey Gilbeau
Keyword(s):  
Mental Health ◽  
Indigenous People ◽  
Design Methodology ◽  
Health Resources ◽  
Community Members ◽  
Content Type ◽  
Workplace Mental Health ◽  
Indigenous Groups ◽  
Positive Experiences ◽  
Sharing Circles

PurposeThis paper highlights inclusion issues Indigenous people experience maintaining their mental health in the workplace.Design/methodology/approachUsing a grounded theoretical approach, five sharing circles were conducted with the Nokiiwin Tribal Council's community members to better understand inclusivity issues related to workplace mental health.FindingsFive themes emerged from the data related to enhancing inclusivity and workplace mental health for Indigenous workers: (1) connecting with individuals who understand and respect Indigenous culture; (2) respecting Indigenous traditions; (3) hearing about positive experiences; (4) developing trusting relationships and (5) exclusion is beyond the workplace.Research limitations/implicationsThe next step is to finalize development of the Wiiji app and evaluate the effectiveness of the app in helping Indigenous workers feel included at work and to improve workplace mental health. If effective, the Indigenous-developed e-mental health app will be promoted and its benefits for helping Indigenous workers feel included at work and also for providing accessible mental health resources, will be known. In the future, other Indigenous groups may be potentially interested in adopting a similar application in their workplace(s).Originality/valueThere is very little known about inclusivity issues related to Indigenous workers' maintaining their mental health. This paper identifies major issues influencing the exclusion and inclusion of Indigenous workers.

Judgments about sexual assault vary depending on whether an affirmative consent policy or a “no means no” policy is applied

2020 ◽  
Vol 12 (3) ◽  
pp. 163-175 ◽  
Author(s):  
Monica K. Miller
Keyword(s):  
Sexual Assault ◽  
Design Methodology ◽  
Verbal Communication ◽  
Sexual Scripts ◽  
Decision Makers ◽  
Community Members ◽  
Relationship Type ◽  
Content Type ◽  
Main Effect ◽  
Affirmative Consent

Purpose Affirmative consent (AC) policies require potential sexual partners to clearly and positively confirm that they want to engage in sexual behavior – in contrast to standard “no means no” policies, which typically define consent through resistance. AC policies might not be effective because they do not align well with typical scripts of how consent is given in practice. This study aims to compare participants’ judgments as to what constitutes sexual assault, using either an AC policy or a standard “no means no” policy. Design/methodology/approach Participants read 16 scenarios depicting various male-female sexual encounters and applied either an AC or a standard “no means no” policy to determine whether the encounter was consensual. Findings When an AC policy was used, participants were more likely to judge the scenario as sexual assault. Aspects of the scenario (which reflect AC policy criteria), such as the type of communication (verbal or nonverbal), clarity of communication (clear or unclear) and resistance (high or low) also affected judgments of the scenario. Relationship type (stranger vs acquaintance) did not affect judgments. Students were more likely to perceive the scenarios as sexual assault than community members; they also perceived differences between scenarios based on verbal communication and clarity more than community members. Finally, there was no main effect of participant gender, however, men perceived differences between scenarios based on verbal communication type, whereas women did not. Research limitations/implications Findings indicate that participants are generally able to apply AC policies correctly, even though AC criteria do not generally align with common sexual scripts. Originality/value This is the first study known to test whether decision-makers can properly apply criteria outlined in AC policies and whether the application of these policies affect decisions-makers judgments as to whether a sexual encounter is consensual or assault.

scholarly journals Experiences and reflections of Somali unaccompanied girls on their first years in Sweden: a follow-up study after two decades

2018 ◽  
Vol 14 (3) ◽  
pp. 305-317 ◽  
Author(s):  
Magdalena Bjerneld ◽  
Nima Ismail ◽  
Soorej Jose Puthoopparambil
Keyword(s):  
Design Methodology ◽  
Initial Period ◽  
Group Homes ◽  
Structured Interviews ◽  
Community Members ◽  
Content Type ◽  
Qualitative Research Design ◽  
Need Support ◽  
Swedish Society

Purpose Unaccompanied asylum-seeking children (UASC) from Somalia are one of the largest groups of UASC in Europe and Sweden. The current study is a follow-up of a Swedish study conducted in 1999, where unaccompanied asylum-seeking girls (UASG) from Somalia were interviewed. In 2013, UASG from the 1999 study were interviewed again, as adults who have settled and found a new life in Sweden. The purpose of this paper is to explore how these women experienced their transition into the Swedish society. Design/methodology/approach A qualitative research design using semi-structured interviews was adopted for this descriptive study. Thematic analysis was used to analyze the data. Findings UASG need support from different groups of adults, ranging from the staff at the group homes to community members, including countrymen, to establish a good life in their new country. The UASG need understanding and knowledgeable staff that can support them through the initial period, when they do not have their parents close to them. All actors in the supporter network need more knowledge about the difficulties in war situations. Former UASC can assist newcomers as well as being informants to authorities in a new country. Both parties involved need to be open and willing to learn from each other. Research limitations/implications UASG who consider themselves successful in being integrated into the Swedish society were interviewed and, therefore, the study mainly describes aspects that promote integration. Originality/value There are limited follow-up studies on how UASG have experienced their life after almost two decades in the new country.

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