Black Parade: Conceptualizing Black Adolescent Girls’ Multimodal Renderings as Parades

Griffin, Autumn A.

doi:10.1177/00420859211003944

Cited by 14 publications

(8 citation statements)

References 52 publications

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“…In the second layer of analysis, I took a more refined critical multimodal approach (Campano et al, 2020) to analyze each project to answer my research questions. I analyzed the perceptual elements of each text (Serafini, 2014) to understand the visual pieces and design elements of each project as well as the ideo‐structural elements (Griffin, 2021; Turner & Griffin, 2020), which attend to the potential meanings and themes of the products shaped by the sociopolitical lived realities of Latinx youth, especially as stated and theorized by the youth at Comunidad Miravalle. Figure 1 features an example of this second layer of analysis, focused on one image located on Jade and Eloisa’s composite testimonio slide.…”

Section: Methodsmentioning

confidence: 99%

“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research

Ybarra

2021

Reading Research Quarterly

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This article highlights how Chicanx/Latinx youth draw on their lived realities as lenses to guide their inquiry and share their findings in a Youth Participatory Action Research project. In this project, youth collected testimonios from residents and staff within their migrant housing community to better understand histories of migration and community building. Drawing on a critical multimodal analysis framework which centers Chicanx/Latinx youth literacies and epistemologies, this article focuses on how youth drew on their community cultural knowledge and lived experiences in multimodal creation to bring attention to sociopolitical issues they cared about and impacted their community.A fter collecting oral and written testimonios from residents at Comunidad Miravalle, a migrant housing complex, youth researchers spread their data across a large table to collectively analyze the lived experiences of their community members. They highlighted excerpts of printed-out testimonios in different colored markers, cut up pieces of text, and made piles according to themes that emerged. During a break from this youth-driven data analysis, I posted a question on the dry-erase board that asked, "How is your interpretation of the data different than if someone else was looking at it?" In his journal response, David stated, "Because we have lived it and we studied all these things. " Similarly, Rolando's journal response read, "Because [the other person] is just reading it, not knowing […] all that the people that live here go through. " Through their writing, David and Rolando both highlighted the epistemological orientations Latinx youth bring to youth participatory action research (YPAR). Their words emphasized the knowledge and expertise that comes from living one's own reality and bringing that understanding to inquiry. Like David and Rolando, other youth in the group recognized the sensibilities they carried with them as assets to their research. They agreed that being members of Comunidad Miravalle offered them a unique perspective that others would not have when looking at the data. This knowledge is central to understanding how literacies are embodied, reflective of lived experiences, and leveraged by youth who are given the opportunity to participate in community research.Scholars have looked at the unique knowledge Chicanx/Latinx 1 youth bring with them to their literacy practices, especially how those literacies reflect the experiences of navigating racialized, gendered, sex-

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Section: Methodsmentioning

confidence: 99%

“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research

Ybarra

2021

Reading Research Quarterly

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“…Challenging the notion that young people are non‐writers stems from restrictive views held by educators regarding writing in schools, often tied to high‐stakes standardized tests (Applebee & Langer, 2006). Yet, online, young people counter this deficit narrative by shaping their own narratives around writing, and multimodal composition and literacies (Griffin, 2022; Kovalik & Curwood, 2019; Muhammad & Womack, 2015) in the interconnected digital world of the 21st century.…”

Section: Unique Activism Of Bipoc Youthmentioning

confidence: 99%

Toward Culturally Digitized Pedagogy: Informing Theory, Research, and Practice

McDaniel

2024

Reading Research Quarterly

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The article introduces and defines a theory of Culturally Digitized Pedagogy (CDP), an extension of asset pedagogies, namely culturally relevant and culturally sustaining pedagogies. The purpose of this framework is to add a critical lens for examining digital literacies and integrate culturally sustaining pedagogy principles with the reality of youth of Color's online lives. Research and practice need theories and pedagogies—such as youth digital literacies on social media—situating the conversation in new contexts and the possibilities these spaces cultivate for resisting monocultural and monolingual society by centering the asset‐orientation of youths' grassroots activism in online worlds. Thus, this paper introduces a conceptually grounded framework, culturally digitized pedagogy, which presents a pedagogical proposal aligned with contemporary educational practices and supported by current research. First, I describe the central argument of the article, forwarding a framework of culturally digitized pedagogy. Next, I frame culturally digitized pedagogy by discussing advancements it provides in current research. Then, I situate the unique activism of BIPOC youth. Last, I provide pedagogical interventions, grounded in the framework.

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“…Enslavement’s fundamental goal of dehumanization meant these literacy development, community building, and conscientization efforts signified a form of bottom-up HRD in which members of a racially subordinated group worked collaboratively to share valuable skills, resist mis-development, and foster joyful, loving relationships essential to both community and individual survival (Camp, 2005; Griffin, 2021; Williams, 2012). The learning community to which Douglass contributed operated outside the organization’s sponsorship and facilitated learning that resisted organizational goals (Moss, 2010).…”

Section: Analysis Of the Narrative Life Of Fredrick Douglassmentioning

confidence: 99%

Enslavement and the Foundations of Human Resource Development: Covert Learning, Consciousness Raising, and Resisting antiBlack Organizational Goals

Bohonos

James‐Gallaway

2022

Human Resource Development Review

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Extant historical writings focused on Human Resource Development have generally centered white perspectives and have failed to substantively grapple with the historical experiences of racially minoritized people, leaving the field without an adequate foundation from which to address recent calls for racial inclusivity. This paper begins the process of addressing these concerns by analyzing autobiographical writings of Fredrick Douglass, a formerly enslaved African American. We situate this examination in both the broader historiography of U.S. enslavement and relevant HRD theory regarding race, diversity, and Black experiences in the workplace. The purpose of this paper is to initiate a discussion on the relevance of the institution of U.S. slavery to the history of HRD; we argue that studying formally enslaved people offers valuable lessons about resisting dehumanization in contemporary workplaces.

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Black Parade: Conceptualizing Black Adolescent Girls’ Multimodal Renderings as Parades

Cited by 14 publications

References 52 publications

“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research

“Because we have lived it”: Chicanx/Latinx Youth Multimodal Literacies in Youth Participatory Action Research

Toward Culturally Digitized Pedagogy: Informing Theory, Research, and Practice

Enslavement and the Foundations of Human Resource Development: Covert Learning, Consciousness Raising, and Resisting antiBlack Organizational Goals

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