From image to ideology: analysing shifting identity positions of marginalized youth across the cultural sites of video production

Rogers, Theresa; Winters, Kari-Lynn; LaMonde, Anne-Marie; Perry, Mia

doi:10.1080/1554480x.2010.509473

Cited by 37 publications

(18 citation statements)

References 10 publications

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“…Although the New London Group described the original document as a pedagogy, it has been used to reframe understandings of the nature of literacy, literacy practices, and youth as literacy users in ways that not only affected curriculum and pedagogy, but have also been highly influential in new literacies research. Although the original document is often cited as an inspiration for ideas to be tested (e.g., Chandler-Olcott & Mahar, 2003), there is also a great deal of slippage toward taking the work as empirical truth telling that describes characteristics of new literacy classrooms or practices in other sites (e.g., Kist, 2000;Rogers, Winters, LaMonde, & Perry, 2010), describes identity-text configurations that exist in the world (McGinnis, Goodstein-Stolzenberg, & Saliani, 2007), provides a means of claiming how students relate to multimodal texts (Hassett & Curwood, 2009) and defines qualities of optimal multiliteracy classrooms with which to assess teacher education courses (Hornberger & Skilton-Sylvester, 2000). These examples are not listed as exceptional; rather, they suggest only the frequent slippages through which this pedagogic prescription, in use, becomes positioned as empirical evidence and/or as received truth-an established "framework" that precedes and concludes any understanding of multiliteracies.…”

Section: Abstract Affective Literacy Curriculum Multimodal Literacymentioning

confidence: 99%

Rereading “A Pedagogy of Multiliteracies”

Leander

Boldt

2012

Journal of Literacy Research

372

264

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In this article, we explore our concern with the way youth identities and literacy research and practices are framed through a dominant conceptual paradigm in new literacy studies, namely, as articulated in the 1996 New London Group's "A Pedagogy of Multiliteracies: Designing Social Futures." More than any other text, "A Pedagogy of Multiliteracies" streams powerfully through doctoral programs, edited volumes, books, journal reviews, and calls for conference papers, as the central manifesto of the new literacies movement. In what follows, we draw heavily from the work of Deleuze and Guattari to take issue with the New London Group's disciplined rationalization of youth engagement in literacies. We organize our critical exploration of "A Pedagogy of Multiliteracies" around Lee, a 10-year-old boy we follow through one day as he engages in reading and playing with text from Japanese manga. Our goal with this rereading is to reassert the sensations and movements of the body in the momentby-moment unfolding or emergence of activity. This nonrepresentational approach describes literacy-related activity not as projected toward some textual end point but as living its life in the ongoing present, forming relations and connections across signs, objects, and bodies in often unexpected ways. Such activity is saturated with affect and emotion; it creates and is fed by an ongoing series of affective intensities that are different from the rational control of meanings and forms. It helps us to keep the distinction between description and prescription sharp and to begin imagining what else might be going on.

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Section: Abstract Affective Literacy Curriculum Multimodal Literacymentioning

confidence: 99%

Rereading “A Pedagogy of Multiliteracies”

Leander

Boldt

2012

Journal of Literacy Research

372

264

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“…Such a dual optic allows insight into the multiple relations between texts and contexts, between media culture and history, and as I will argue between the social worlds of a poet/writer and producer/filmmaker. With this in mind, I am able to consider youth's agency and identity positions within video production (Hull & Katz, 2006;Charmaraman, 2008;Halverson, 2010;Rogers et al, 2010), while being attentive to the politics of rewriting media as a form of social critique embedded in social relations (Burwell, 2010;Jocson, 2010;Kellner & Kim, 2010).…”

Section: Remix and Multimodality In Media Productionmentioning

confidence: 98%

Remix Revisited: Critical Solidarity in Youth Media Arts

Jocson

2013

E-Learning and Digital Media

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This article explores youth making media across genre practices. The author begins with adiscussion of youth media arts, followed by a discussion of remix in the digital era. An exemplary video poem project from the San Francisco Bay Area is described to illustrate the importance of critical solidarity among youth. The multimodal design, production and distribution of ‘Slip of the Tongue’ suggest the potential of youth filmmaking to reach a worldwide audience through event screenings, film festivals, personal websites and social media sites. A close analysis of the video poem made by a 16- year-old Chinese American high school student brings to light a variety of stylistic choices that render youth-made films not only a product of identity, but also a form of social critique and action. Finally, the author discusses practical implications of critical solidarity for educators and youth advocates around the globe.

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“…Opportunities to question these and other structural conditions might have led to different outcomes (e.g., a renegotiation of our own rights and duties around meta-logs or a rethinking of the practice altogether). In light of research that has called attention to the gendered and racialized nature of youth positioning (e.g., Ridgeway & Yerrick, 2016;Rogers et al, 2010), this shortcoming seems particularly salient for us as White women collaborating predominantly with youth of color. Specifically, it calls attention to some of our assumptions about what we believed students required in order to be academically successful, and how those assumptions may have inhibited us from thinking more critically and expansively.…”

Section: Lingering Questionsmentioning

confidence: 99%

Positioning Adolescents in Literacy Teaching and Learning

Frankel

Fields

Kimball-Veeder

et al. 2018

Journal of Literacy Research

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Secondary literacy instruction often happens to adolescents rather than with them. To disrupt this trend, we collaborated with twelfth-grade "literacy mentors" to reimagine literacy teaching and learning with tenth-grade mentees in a public high school classroom. We used positioning theory as an analytic tool to (a) understand how mentors positioned themselves and how we positioned them and (b) examine the literacy practices that enabled and constrained the mentor position. We found that our positioning of mentors as collaborators was taken up in different, sometimesunexpected ways as a result of the multiple positions available to them as well as institutionallevel factors that shaped what literacy practices were and were not negotiable. We argue that future collaborations with youth must account for the rights and duties of all members of a classroom community, including how those rights and duties intersect, merge, or come into conflict within and across practices.

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From image to ideology: analysing shifting identity positions of marginalized youth across the cultural sites of video production

Cited by 37 publications

References 10 publications

Rereading “A Pedagogy of Multiliteracies”

Rereading “A Pedagogy of Multiliteracies”

Remix Revisited: Critical Solidarity in Youth Media Arts

Positioning Adolescents in Literacy Teaching and Learning

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