“Making a Way”: Young Women Using Literacy and Language to Resist the Politics of Silencing

Wissman, Kelly K.

doi:10.1598/jaal.51.4.5

Cited by 22 publications

(17 citation statements)

References 7 publications

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“…NLS research of youth in formal and informal learning spaces has contributed to making more visible how categories of race, class, gender, and ethnicity within social and educational structures position particular groups of young people on the margins. However, researchers have also shown the sophisticated literacy practices through which marginalized youth talk back and resist in solidarity-through silence and gesture (Carter, 2007), spoken word poetry (Fisher, 2007), and photography (Wissman, 2007), for example. Acknowledging students' agency and identity in their texts emphasizes the circulation of power through them (Lewis et al, 2007).…”

Section: Representational Practices In Literacy: Power Participationmentioning

confidence: 99%

FromAquíandAllá

Honeyford

2014

Journal of Literacy Research

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Drawing upon notions of symbolic representation and transcultural repositioning, this study uses visual and critical discourse analyses to examine a multimodal photo essay created by seventh-and eighth-grade immigrant youth in an English as a New Language (ENL) class. Collectively titled "I am from aquí and allá" by the students, the photo essay was installed as a public exhibit for an Open House culminating a year-long literacy inquiry the students called "the culture project." Through analyses of students' images and captions, I point to examples of symbolic convergence: the practice of bringing together the multiple sites/sights of students' diasporic identities; offering others alternative sites/sights from which to understand them; and creating new sites/sights from which to position themselves to learn, participate, and contribute to change. The article discusses how this particular multimodal artifact suggests the need for further dialogue about the value of local, learner-centered literacy pedagogies and practice in a time of increasing commercialization and standardization of curriculum, instruction, and assessment.

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Section: Representational Practices In Literacy: Power Participationmentioning

confidence: 99%

FromAquíandAllá

Honeyford

2014

Journal of Literacy Research

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“…Writing poetry has been described as a way for students to express themselves and explore important aspects of their identity through descriptive and metaphorical terms ( Jocson, 2005;Steinbergh, 1999;Wiseman, 2007). There have been many studies that describe how powerful poetry can be for giving students voice, allowing for opportunities for critical engagement (Kinloch, 2005;Staples, 2008;Wissman, 2007) and even increasing academic language through songs and hip hop culture (Morrell & Duncan-Andrade, 2002) and by encouraging multiple languages and dialects (Hadaway, Vardell, & Young, 2001). Not only should school practices support adolescents developing autonomy, but also they need to support students' complex home and school literacy practices, and poetry programs have the potential to do this.…”

Section: The Program and The Contextmentioning

confidence: 99%

“When You Do Your Best, There's Someone to Encourage You”: Adolescents' Views of Family Literacy

Wiseman

2009

J Adolescent & Adult Lit

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Despite the fact that adolescents benefit from caring adults that participate in their child's education, involvement of families decreases incrementally as students progress to higher grades. Through conversations and observations with students, I have examined how students' perceive these points within a poetry program that was developed for families to participate in various ways at the school. The question my research attempts to answer is: How do students' attitudes, actions, and feelings affect their families' participation in a oetry program designed to improve family involvement? In this study, students' attitudes and beliefs fell into three categories: 1. Students who wanted their families involved, 2. Students who blocked involvement between the school and their families because of perceptions of stress levels and time constraints of their parents, and 3. Students who actively kept their families from coming because of the personal nature of their poetry. تلخيص البحث: بالرغم من الواقع أن المراهقين يستفيدون من الكبار المهتمين بالمشاركة في تعليم أولادهم فيخفف انشغال العائلة تدريجياً مع تقدم الطلاب إلى الصفوف العليا. ومن خلال المحادثات مع الطلاب ومراقبتهم، أنا قد فحصت كيف ينظر الطلاب إلى هذه النقاط في برنامج شعر تم تصميمه للعائلات التي تريد المشاركة في طرق متنوعة في المدرسة. والسؤال الذي يحاول بحثي إلى إجابة عنه هو: كيف تؤثر مزاج الطلاب وتصرفاتهم ومشاعرهم مشاركة عائلتهم في برنامج شعر مصمم لتحسين انشغال العائلة؟ وفي هذه الدراسة تندرج مزاج الطلاب واعتقاداتهم تحت ثلاثة أصناف: (1 الطلاب الذين أرادوا مشاركة العائلة و(2 الطلاب الذين منعوا المشاركة بين المدرسة والعائلة بسبب وجهات النظر لمستويات التوتر ولتقييدات الوقت و(3 الطلاب الذين حاولوا بشكل فعال إلى منع حضور العائلة بسبب طبيعة شعرهم الشخصية. 家长关心并参与他们子女的教育，青少年学生因此而获得裨益。虽然如此，这种家庭参与随着学生升读较高年级而递减。作者在一个为促进家庭参与子女校内学习活动而发展的诗歌教学计划中，透过与学生对话和观察，考查学生对家庭参与学生教育的看法。本研究尝试回答的问题是：学生在态度、行为及情绪上如何影响他们的家人参与此项为促进家庭参与而设计的诗歌教学计划。研究结果显示，学生的态度与信念可分为三类：(1)学生需要他们家人的参与，(2) 由于学生理解父母所承受的压力程度与时间限制，因而阻止学校与家庭之间的共同参与，(3) 由于学生的诗歌有私人性质的内容，因而设法阻止他们家人的参与。 En dépit du fait que les adolescents bénéficient d'adultes qui participent à leur éducation, l'implication des familles décroît progressivement au fur et à mesure que les élèves passent d'une année à l'autre. Partant de conversations avec des élèves et d'observations de ceux‐ci, j'ai examiné comment les élèves perçoivent cette question dans le cadre d'un programme de poésie qui avait été développé afin de faire participer les familles à l'école d'une autre façon. La question à laquelle ma recherche essaie de répondre est: comment les attitudes, les actions, et les sentiments des élèves affectent‐ils la participation des familles dans un programme de poésie planifié afin de développer l'investissement des familles ? Dans cette étude, les attitudes et les croyances des élèves se répartissent en trois catégories: 1. Les élèves qui souhaitent que leur famille s'implique, 2. Les élèves qui bloquent le lien entre l'école et leur famille à cause de leur perception du niveau de stress et des contraintes temporelles de leurs parents, et 3. Les élèves qu...

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“…Reading provides powerful opportunities for individuals to learn more about issues outside of their own experiences (Gallagher, 2009;Kittle, 2013). More importantly, reading empowers individuals to learn about broader societal issues and provide opportunities to reflect on their responsibility to engage in those issues in a more socially just way (Lewison, Leland, & Harste, 2014;Wissman, 2007). However, when do adolescents, in particular, receive these opportunities in schools?…”

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confidence: 99%

“…As a former English teacher and now a teacher educator, I have witnessed the power of using multiple texts centered on urgent topics that have the power to promote activism and agency for students yet may be considered controversial in schools or teachers may not feel comfortable teaching. However, these topics are essential to advocate for students to resist the politics of silencing voices in schools (Wissman, 2007) by using literature as a source of information.…”

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confidence: 99%

Using Linked Text Sets to Promote Advocacy and Agency Through a Critical Lens

Batchelor¹

2018

J Adolescent & Adult Lit

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The author shares three preservice teachers’ linked text sets, including young adult literature and other media forms, and their critiques of the linked text sets, centering on a self‐selected social justice topic: racism and the importance of the Black Lives Matter movement, rape culture, and ending the stigma behind mental health. The author ends with discussion of how the preservice teachers felt advocacy and agency through creating and then critiquing their linked text sets and what recognizing their implicit biases means to their future students and teaching. The author hopes that by sharing what these three preservice teachers found in their critiques of their work, other educators may be able to not only use these text sets and suggested text additions and create new linked text sets for their students, but also think about their own curricular decisions through a critical lens.

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“Making a Way”: Young Women Using Literacy and Language to Resist the Politics of Silencing

Abstract: A collaborative class in poetry and photography prompted expressions of selfdefinition and social critique for young women.i say. step back world. can't let it all go unsaid.

Cited by 22 publications

References 7 publications

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“When You Do Your Best, There's Someone to Encourage You”: Adolescents' Views of Family Literacy

Using Linked Text Sets to Promote Advocacy and Agency Through a Critical Lens

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