Into the void of discourse

Arya, Diana J.

doi:10.1016/j.linged.2021.100964

Cited by 4 publications

(9 citation statements)

References 18 publications

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“…Children were involved in the research process as active storying-players and meaning-makers. We positioned ourselves as learners by following our participants' lead to understand and acknowledge what was previously masked by cultural and linguistic bias (Arya, 2021). With a post-intentional phenomenological approach, we did not start with focal children to follow their lived experiences in silence.…”

Section: Methodsmentioning

confidence: 99%

Re-defining silence in unvoiced dialogues in storying-play: The sound of affects

Gaffney

Sansom

et al. 2023

J Child Edu Soc

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This article chronicles three stories selected from a post-intentional phenomenological study conducted by the first author. The authors aim to investigate affective connections in children’s silent play by addressing three research questions: (a) How do children engage in dialogue with the teacher, their peers, and the material environment without words? (b) What emotions are produced in silent play? and (c) What changes in children’s affective connections occur through silence? We drew on the notion of intentionality in post-intentional phenomenology to illuminate meanings of the phenomenon for individuals about what they felt and experienced. With a focus on intentionality, we delved into the ways children meaningfully communicated with others and connected to the environment in their unspeaking moments. We also took on a posthuman notion of intra-actions to rethink silence as an inaudible yet sensible sound communicated between children and things. The prior studies showed that children’s silence was a mode of expression. Through storying the silent play-stories, we offered two alternative meanings of silence––intra-active communication with people and things and inaudible inner wellbeing, in addition to a mode of nonverbal expression as identified in prior studies. The findings are significant in enriching and renewing our understanding of children’s silence in inclusive ECE environments. Silence is re-defined as a mode of embodied communication and affective connections. This article invites researchers and educators to genuinely “listen” to children’s stories, even in silent play.

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Section: Methodsmentioning

confidence: 99%

Re-defining silence in unvoiced dialogues in storying-play: The sound of affects

Gaffney

Sansom

et al. 2023

J Child Edu Soc

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“…Although textual materials are predominantly English, the center's library also contains multilingual texts, primarily in Spanish, which is the most frequently used language within the surrounding community. Programmatic and research initiatives associated with this center were grounded on a three-dimensional framework of agency, co-learning, and belonging; hence, centering literacy practices that are equitable and involve topics and interests relevant to the local community (Arya, 2022).…”

Section: Methodsmentioning

confidence: 99%

“…We view such efforts to incorporate relevant, engaging topics as intertwined with the call for raising critical readers of various textual media. Students benefit from explicit support in making textual inferences, identifying potential authorial biases, and questioning stated and implied assumptions in texts that may represent or affirm sociocultural inequities (Arya, 2022;McClung, 2018;McLaughlin & DeVoogd, 2004;Souto-Manning et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Raising Critical Readers in the 21st Century: A Case of Assessing Fourth-Grade Reading Abilities and Practices

Arya

Sultana

Levine

et al. 2022

Literacy Research: Theory, Method, and Practice

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Grounded in the sociocultural nature of literacies and informed of the inherent biases in widely used, English-dominant reading assessments in U.S. schools, this case study traces the planning, development, and pilot administration ( n = 52) of a culturally inclusive (i.e., participant informed), online reading assessment. The Critical Reading Assessment (CRA) is designed to gauge elementary students’ comprehension and critical reasoning (i.e., identifying potential biases or instances of diversity, equity and inclusion) of digital, multimodal texts. Findings from our analysis of recorded pilot sessions with student participants, who are predominantly Spanish/English multilingual learners, suggest (a) the importance of transparency and feedback from multiple stakeholders in the assessment development process; (b) the potential affordance of multiple textual modalities for clarifying comprehension skills and abilities; (c) the potential negative consequences of using established, dominant-English reading tests for determining comprehension abilities; and (d) the need for greater opportunities to practice critical discussions (i.e., questions about perspectives, representation, and other potential biases) about texts. Implications from this study highlight the need for supporting elementary students and their teachers in dialogic, critical reading practices of multimodal textual information.

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“…The efforts to contrast contextual differences in student experiences brings us closer to understanding engagement beyond what a student is doing. However, what seems unaddressed, or rather 'silent' (Arya 2022) in such work is the role of the undergraduate educator, activity facilitator, or mentor in these community contexts. The bulk of studies about educators or program leaders center on the design of program-related activities or student outcomes that include final project quality and assessment performance (e.g., Hinga and Mahoney 2010;Mahoney and Stattin 2000;Smith et al 2009;Vandell et al 2012;Kataoka and Vandell 2013).…”

Section: Critically Contextualizing Student Engagementmentioning

confidence: 99%

The Reciprocal Power of Equitable, Intergenerational Learning: Exploring Perspectives of Undergraduate Students about Engaging in a University–Community Partnership Program

Barrios

Arya

2023

Social Sciences

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Our qualitative study is a deep exploration into the underexamined notion of engagement with respect to undergraduate students who took up the role of co-researchers within an afterschool program designed to engage young students about environmental issues and sustainability practices. This research program is based on a community-based literacies framework that addresses all members (program leaders, graduate students, undergraduate students, and young students) as co-learners. This study explores the largely unknown experiences of undergraduate students in informal learning contexts, which broadly center youth experiences. We took a critically framed approach (i.e., mindful of institutionalized inequities–known as a kind of silencing—for traditionally marginalized populations) in our analysis of interview responses from 11 undergraduate students involved in an afterschool environmental program for young students living in a Latinx neighborhood in central California. Our analysis involved a two-phase process that began with a general thematic exploration of transcribed interviews followed by in-depth, microlevel transcription of salient instances regarding community engagement. Responses suggest that the community-based context enabled a deep engagement founded on shared cultural practices, life experiences, and engaging in disciplinary projects (e.g., building and planting an edible garden). This study is a contribution to the long-needed insights into the importance of community engagement and leadership experiences during undergraduate learning, particularly for traditionally marginalized students. Findings may be informative to educators and researchers striving to transform college experiences for diverse student populations.

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Into the void of discourse

Cited by 4 publications

References 18 publications

Re-defining silence in unvoiced dialogues in storying-play: The sound of affects

Re-defining silence in unvoiced dialogues in storying-play: The sound of affects

Raising Critical Readers in the 21st Century: A Case of Assessing Fourth-Grade Reading Abilities and Practices

The Reciprocal Power of Equitable, Intergenerational Learning: Exploring Perspectives of Undergraduate Students about Engaging in a University–Community Partnership Program

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