From New York City to the World: Examining Critical Global Literacies in an English Language Arts Classroom

Johnston, Kelly; Omogun, Lakeya; Lee, Crystal Chen

doi:10.1080/02568543.2021.1880992

Cited by 8 publications

(6 citation statements)

References 29 publications

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“…Differing positionalities and theoretical framings can be emphasized in collaborative analyses (Collier et al, 2014; Honan et al, 2000) to highlight how the same data can be interpreted differently. Also, the subjectivities and positionalities of researchers can be seen as complementary (Johnston et al, 2021) and cumulatively lend expertise and experience to interpretation. Collaborative data analyses can lead to generative processes and feelings of solidarity (Ritchie & Rigano, 2007).…”

Section: Collaborating Across Difference With Video/visual Methods: C...mentioning

confidence: 99%

Screenshotting What’s Important in Video Data: An Experiment in Collaborative, Subjective Analysis of Artifactual, Cultural Research with Children

Collier

Kaur

McKinney-Lepp

et al. 2023

International Journal of Qualitative Methods

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When using video and visual methods in qualitative and post-qualitative research, the size and scale of the data set can be overwhelming, particularly for new researchers. Collaborative research teams often work with a code book to systematize and unify their analyses. Interpretive researchers pursuing multi-layered and multi-voiced visual analysis often find it difficult to move away from desires for a single ‘best’ interpretation of what happened. This paper illustrates and interrogates an open and flexible method for ‘thinning’ (screenshotting) video data that we call the ‘Five Images Method’. We offer one unfolding of interpretive processes and tensions and examine how four researchers worked across positionalities to analyse video data. We start with our positionalities in relation to a research study of children creating photographic and written stories of cultural artifacts, carried out over one year. The primary data from the study was generated through online video-conference sessions connecting a university researcher with an elementary class. A second level of data was created through a process of screenshotting, followed by recursive cycles of conversation about the choices of each researcher, and how they were guided by background, geography, roles in relation to child participants, technologies, personal experiences, and so on. Two key incidents that illustrate the potential of the method and the interpretations produced are described. We argue that reducing video data in this way can be both generative and limiting, while also serving as a catalyst for enhanced analysis. The collaborations and relationships built in research teams through slow processes of analysis (and writing!) working across difference also promote evocative and layered learning. Looking at interpretations as multiple can be hampered by longstanding histories of research as intended to produce authentic and singular truths.

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Section: Collaborating Across Difference With Video/visual Methods: C...mentioning

confidence: 99%

Screenshotting What’s Important in Video Data: An Experiment in Collaborative, Subjective Analysis of Artifactual, Cultural Research with Children

Collier

Kaur

McKinney-Lepp

et al. 2023

International Journal of Qualitative Methods

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“…Within the critical literacy tradition (e.g., Vasquez et al, 2019), the call for transforming the making and critique of meaning into social action has become something like a fundamental principle. Johnston et al (2021) similarly position action as an important outcome of critical pedagogies. In their case study of one teacher enacting critical global literacies in her seventh‐grade English Language Arts classroom, Johnston et al (2021) argue that critical global literacies necessarily lead to social action.…”

Section: What Is a Text Actor?mentioning

confidence: 99%

“…Johnston et al (2021) similarly position action as an important outcome of critical pedagogies. In their case study of one teacher enacting critical global literacies in her seventh‐grade English Language Arts classroom, Johnston et al (2021) argue that critical global literacies necessarily lead to social action. Social action within the classroom can instill social responsibility to take action toward change outside of the classroom.…”

Section: What Is a Text Actor?mentioning

confidence: 99%

Disciplinary Reading, Action, and Social Change

Cervetti¹,

Pearson²

2023

The Reading Teacher

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In their Four Resources Model, Freebody and Luke (1990) described four roles that readers take as they engage with texts: the code breaker, meaning maker, text user/analyst, and text critic. In this article, we propose the addition of a fifth role, the text actor. In this role, readers engage with texts that can incite, inform, and inspire them to take action to produce change within the many communities in which they reside, including the classroom, local community, and national community. Creating opportunities to assume this role is a potentially important part of preparing students for active social and civic participation, and it is especially important in this historical moment, when we are confronted with significant challenges that require global problem solving and participation. We describe the text actor role and share examples of how students can take on this role in disciplinary learning.

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“…Different forms of critical literacy have been investigated based on teaching contexts and ELLs' needs. For instance, the critical global literacies framework (Johnston et al, 2021;Yol & Yoon, 2020;Yoon, 2016;Yoon et al, 2018) emphasizes a transformative process by nurturing ELLs' comprehension of their interconnectedness to the global community. This model indicates that people reside within a global world as opposed to localized, refined places.…”

Section: Critical Pedagogy In Elt Classroomsmentioning

confidence: 99%

“…Studies have extensively addressed teacher practices and pedagogy (e.g., Agarwal, 2011;Behizadeh et al, 2019;Johnston et al, 2021). Yet few have detailed how ELLs coconstruct texts in the classroom.…”

Section: Teaching Practices and Text Materialsmentioning

confidence: 99%

Science Fiction and Political Imagination: ELLs Co-constructing Critical Social Justice Narratives in the ELT Classroom

Liu

2022

Journal of Language and Cultural Education

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Engaging with social, political, and cultural topics can pose challenges in English language teaching classrooms. These sites represent linguistically diverse settings housing distinct ideologies. This article documents classroom interactions that began with exposure to a science fiction film and progressed to a discussion of contemporary sociopolitical concerns that resonated with ELLs. Drawing on this case study, the article explores how an instructor and her ELL students addressed sociopolitical topics in a science fiction–themed classroom. The author analyzes student–teacher and student–student interactions in the classroom and the instructor’s subsequent self-reflection. Findings suggest that, when adopting intellectually stimulating materials that foster ELLs’ agency in learning, teachers need scaffolding to meaningfully incorporate such tools into a critical pedagogical approach.

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From New York City to the World: Examining Critical Global Literacies in an English Language Arts Classroom

Cited by 8 publications

References 29 publications

Screenshotting What’s Important in Video Data: An Experiment in Collaborative, Subjective Analysis of Artifactual, Cultural Research with Children

Screenshotting What’s Important in Video Data: An Experiment in Collaborative, Subjective Analysis of Artifactual, Cultural Research with Children

Disciplinary Reading, Action, and Social Change

Science Fiction and Political Imagination: ELLs Co-constructing Critical Social Justice Narratives in the ELT Classroom

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