Texts as Mirrors, Texts as Windows

Sciurba, Katie

doi:10.1002/jaal.358

Cited by 25 publications

(20 citation statements)

References 11 publications

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“…As a result, it is necessary to get to know students' reading interests and experiences to facilitate relevant text connections. Sciurba (2014) called on educators to engage in conversations with students about what they find to be meaningful about particular texts and why. One way she does this is through a relevance log, which includes questions such as these: An additional affordance of this log is that a more nuanced representation of relevance can help avoid stereotypical assumptions about what types of texts are meaningful to which students.…”

Section: Centering Student Voice and Choicementioning

confidence: 99%

Authentic Choice: A Plan for Independent Reading in a Restrictive Instructional Setting

Brooks¹

2019

J Adolescent & Adult Lit

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Section: Centering Student Voice and Choicementioning

confidence: 99%

Authentic Choice: A Plan for Independent Reading in a Restrictive Instructional Setting

Brooks¹

2019

J Adolescent & Adult Lit

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“…As language framing the macrosystem of students' lives, the CCSS introduction eschews specificity and creates a porous set of civic boundaries. This description, too, adheres to research in child and young adult literature that multicultural texts can act as windows through which to peer at othered identities (e.g., Bishop, 1990;Larrick, 1965;Sciurba, 2015). We analyzed this invocation of multiculturalism as it related to the civic framing of literacy instruction in the text, particularly within the construct of literacy tied to readiness.…”

Section: Common Core and An Anchored Vision Of Reading Writing And mentioning

confidence: 99%

“Signifying Nothing”: Identifying Conceptions of Youth Civic Identity in the English Language Arts Common Core State Standards and the National Assessment of Educational Progress’ Reading Framework

Garcia¹,

Mirra²

2019

BRE

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This manuscript examines how national reading policies in the United States shape specific kinds of civic identities for K-12 students. We engage in a thematic discourse analysis of two contemporary national policy documents-the Common Core State Standards (CCSS) and the National Assessment of Educational Progress (NAEP) Reading Framework-to understand the ways citizenship is defined and constructed at the national level. By reading these documents for how they conceptualize civic-based educational outcomes, we interrogate the disconnects between this language and the civic contexts-and potential outlets for civic action-that young people are navigating in the United States today. We examine how seemingly benign policy documents define citizenship in increasingly narrow visions of individualist passivity, and how such definitions run counter to the expansive visions necessary to honor the lived experiences of young citizens of color. Our analysis highlights how these policy documents structure literacy practices, including the variety of texts that students encounter, opportunities to analyze those texts, and specific forms of engagement with media and messages found in society, in ways that stymie a Freirian reading of the word and the world. Ultimately, we suggest how educators might work within the limited pedagogical spaces of these policies toward liberatory ends.

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“…Furthermore, the books are written by authors of various races. Black males are often subjected to presumptions about what texts are relevant to them, with various researchers suggesting a narrow list of texts that could be considered appealing (Sciurba, 2014). The diverse array of literature used in the Luke Cage series, though, complicates this suggestion by broadening the scope of literature that can be used with black males.…”

Section: Feature Articlementioning

confidence: 99%

Unlocking the Cage: Empowering Literacy Representations in Netflix'sLuke CageSeries

Toliver¹

2017

J Adolescent & Adult Lit

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Popular culture aids in the conditioning of U.S. society, assisting in the determination of who is esteemed as literate and who is disgraced with illiteracy. Unfortunately, pop culture depictions of black male literacy often reify the stereotype that black males are less literate than their peers. Although a real issue presents itself in the opportunity gap that exists between black males and other racial groups, however, focusing on the negative fails to complicate the narrative. The purpose of this article is to confound monolithic representations by acknowledging positive, nuanced, and complex black male literacy practices. The author uses critical rhetorical analysis and positioning theory to highlight Netflix's Luke Cage series as a site where empowering literacy practices prevail. For educators, the author suggests using a critical rhetorical analysis of popular culture to examine and question content that presents static representations of black male literacy.

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Texts as Mirrors, Texts as Windows

Abstract: This article examines how two Black adolescent boys construct meaning from literature. Their perspectives indicate a need to interrogate assumptions about what is relevant to them.

Cited by 25 publications

References 11 publications

Authentic Choice: A Plan for Independent Reading in a Restrictive Instructional Setting

Authentic Choice: A Plan for Independent Reading in a Restrictive Instructional Setting

“Signifying Nothing”: Identifying Conceptions of Youth Civic Identity in the English Language Arts Common Core State Standards and the National Assessment of Educational Progress’ Reading Framework

Unlocking the Cage: Empowering Literacy Representations in Netflix'sLuke CageSeries

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