Holding Space for Literate Identity Co-Construction

Self Cite

Over the last few decades, scholars have conceptualized academic struggle, including learning disabilities, as socially constructed. When students, especially students of color, are constructed as struggling with school-based literacy, they can experience a variety of negative outcomes including higher dropout rates. In an attempt to unpack how academic struggle was constructed and deconstructed for two fifth-grade readers of color, we conducted a micoanalysis of the interactions between these readers and their teacher in one-on-one reading conferences. We examine how positions of struggle were (de)constructed, and findings suggest that the interactional key of the conferences, which was set by the teacher, seemed to contribute to how the students were positioned as readers within the conferring space. Keywords identity-in-interaction, discourse analysis, reading instruction, reading conferences Being identified as a "struggling" reader and also being a student of color can have long-term negative consequences for students' educational trajectories including greater incidence of dropping out, under-and unemployment, and incarceration (Annamma, 2014; Blanchett, 2010; Laura, 2014). Research also suggests that students of color also identified as learning disabled can experience "disability microaggressions" (Dávila, 2015) or "subtle verbal insults directed at students with disabilities, further characterized as automatic or unconscious layered insults based on

Section: Resultsmentioning

confidence: 99%

Positioning Readers in One-on-One Conferences

Hikida

Lee

2018

Self Cite

“…I explore how learners invest in their literacy identities or those related to their ability to read and write in English for a variety of purposes. Previously established connections between multiliteracy and identity abound in the literature (Hikida, 2018; McCarthey, 2001; Moses & Kelly, 2017). Wagner (2019) describes how multilingual children construct reading identities drawing upon multilingual reading practices and spanning varied linguistic and social contexts.…”

Section: Methodsmentioning

confidence: 99%

“…Within the wider field of literacy, students’ in-class participation has been linked to their identity presentations and their active involvement in classroom activities. Hikida (2018) described “literate identity” as acts that resist institutionally produced marginal narratives about students’ use of academic language to engage with texts (p. 234). Moses and Kelly (2017) explored how learners participate in class through specific literacy practices to enact identities within their classroom’s literacy community of practice.…”

Section: Participation Engagement and Resistance In Adult Educationmentioning

confidence: 99%

Engagement From the Periphery: Reconceptualizing Adult English Language Learners’ Resistance in Developmental Literacy

Suh

2020

English language learners’ nonparticipation and reticence in adult literacy classes are often presented problematically from a deficit lens of student resistance and disengagement. This article draws from an ethnographic case study of Generation 1 learners, who are defined as adult-arrival immigrant learners, transitioning from an adult English as a Second Language class to a developmental literacy class. By examining learners’ resistance through a framework of agency enactment, the study bridges the fields of adult literacy and Teaching English to Speakers of Other Languages, both of which support adult-arrival immigrants entering the U.S. education system. The resulting analysis illustrates how Generation 1 learners’ acts of resistance can be complex presentations of their literacy identities and their engagement in classroom literacy practices.

“…However, it was students who initiated the conversation in this small group context—Inez with her initial proposal and later David with his. In each case, Sandra recognized and took up these proposed orientations, using the power afforded to her as teacher to hold space (Hikida, 2018) for students’ intellectual curiosity, rather than allowing administrative mandates to guide their conversation. Sandra also shaped the critique by leading her students in wrestling with the complexity of genocide and its aftermath.…”

Section: Co-constructing Critical Dialogue: the Holocaust And High-stmentioning

confidence: 99%

Unpacking Everyday Critical Pedagogy: Languaging Critique and Dialogue

Taylor

Hikida

2020

Self Cite

This article explores how critical pedagogy unfolds in the everyday interactions between teachers and students. Specifically, Freirean constructs of critique and dialogue were explored in two key literacy events drawn from an ethnographically informed case study of one fourth-grade classroom. The events were first examined from an ethnographic perspective to understand how sociopolitical issue(s) were being critiqued (or avoided). These events were then analyzed again through microanalytic discourse analysis to explore how teachers and students jointly accomplished dialogue and critique through proposing and taking up of particular stances toward text(s). By juxtaposing these two analytic lenses, the researchers argue for an understanding of critical pedagogy, particularly the tenets of critique and dialogue, as interactionally co-constructed in the continually evolving, everyday talk between teachers and students. This article closes by considering the implications of this work for classroom-based literacy research that examines critical pedagogy.