Theorizing and Languaging Blackness

Power-Carter, Stephanie; Zakeri, Bita; Kumasi, Kafi D

doi:10.4324/9781351036580-10

Cited by 7 publications

(5 citation statements)

References 1 publication

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“…In contrast, the second accentuates what in this same individual differs from what is traditionally considered “the normality” by the majority. A constant in people's experiences with marginalisation is how their race, culture, language, clothing, etc., are framed as markers of difference (Power-Carter et al. , 2019).…”

Section: Resultsmentioning

confidence: 99%

On impersonal justice: libraries' neutrality as an act of change

Foderaro¹

2023

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PurposeThis study introduces Simone Weil's impersonal justice concept and its relevance to libraries' identity and role in societies. The article presents the constituents of impersonal justice and a theoretical justification for the coexistence of neutrality with libraries' commitment to social causes.Design/methodology/approachConceptual analysis of 3 Weil's works, 13 scientific articles and 12 libraries' official documents was applied, looking at relevant concepts and findings, contexts of use, arguments and types of authority.FindingsFive constituents of impersonal justice were found: universality, concreteness, unicity, inviolability and inappropriability. Impersonal justice, based on the inviolable value of each individual and the universal expectation of good, allows for a more accurate definition of social justice. Besides, it justifies libraries' commitment to climate change, migrants and Black lives matter, among other causes.Originality/valueIn contrast to previous works, this paper focuses on clarifying concepts by applying conceptual analysis to Weil's works, Library and Information Science (LIS) sources in scientific and normative contexts. Additionally, the analysis of arguments and types of authority for justifying claims pro and against neutrality allows the reconstruction of the argumentative discourse beyond the examined sources.

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Section: Resultsmentioning

confidence: 99%

On impersonal justice: libraries' neutrality as an act of change

Foderaro¹

2023

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“…Our interest in personhood had originally been piqued by what we were seeing and hearing in many of the classrooms across the larger study. Among the discussions of personhood that influenced how we framed our exploration were Buber’s (1923/1976) philosophy of dialogical experience, Dillard’s (2012) endarkened epistemology, Power-Carter et al’s (2019) application of the African philosophy of Ubuntu, and Paris’s (1995) pan-African discoursing of spirituality and personhood. Paris writes:African American understanding of personhood is integrally related to the communal struggle for racial justice.…”

Section: Exploring Philosophical Framings Of Personhood In the Relatimentioning

confidence: 99%

How Can We Study Children’s/Youth’s Out of School Experiences to Inform Classroom Practices?

McCarthey

Duke

Bloome

et al. 2020

Literacy Research: Theory, Method, and Practice

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The collection of papers represented in the Integrative Research Review responds to the question: How can we study children’s/youth’s out of school experiences to inform classroom practices? Using a variety of lenses to address the question, the authors consider how to understand, respond to, and serve children and youth in a variety of contexts. Duke explores a quasi-experimental design showing the potential impact on student achievement and motivation in schools that incorporate literacy practices from children’s lives outside of school compared to the traditional curriculum. Bloome and Faust take a philosophical approach to explore the languaging of the relationship between students’ out-of-school lives and classroom practices and its implications for the construction of personhood by examining one classroom event from a microethnographic discourse analysis perspective. García-Sánchez highlights the methodological features that allow linguistic anthropologists to make visible the agentive and innovative character of immigrant children’s communicative practices in a variety of learning situations. Drawing on the transliteracies approach, Stornaiuolo considers work with a group of young people to study multimodal composing and the development of school makerspaces in a 6-year partnership project with a local innovation high school. Alvermann discusses the papers, pointing out the affordances and challenges of each perspective.

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“…They served to remind us of our "socioprofessional" (Freeman, 2009) role as educators to bring to light workable pathways helpful to others. We were constantly reminded of the Ubuntu philosophical concept of "Sawubona" (Power-Carter et al, 2019) in which our obligation to educate and inform others should take precedence, even during a time when we ourselves felt personally challenged for being who we were as individuals with diverse ethnic backgrounds.…”

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confidence: 99%

Culturally- and Linguistically-Responsive Online Teacher Learning Professional Development

Pawan,

Li,

Nijiati

et al. 2023

OLJ

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This literature review explores the landscape of online teacher learning and professional development (PD) that is responsive to cultural and linguistic differences. The researchers, a diverse group of doctoral students, instructors, and teacher educators, are motivated by the need to address racial inequities and disparities exacerbated by the recent pandemic. The review aims to understand the theories and conceptual models used in responsive online teacher preparation and PD, the utilization of technology and its affordances, and the intentional targeting of specific groups for responsive teacher preparation and PD. The study followed a systematic approach, resulting in the selection of 27 articles that met the inclusion criteria. The findings highlighted the significance of socioculturally inspired theories, frameworks, and practical models in addressing inclusivity. They, in turn, influenced various tools used to reduce barriers, create online communities, enhance accessibility, and promote engagement. Accordingly, the review also revealed that to foster inclusivity, intentional efforts were required to involve teachers from minority, majority, and international communities. The implications emphasized the importance of teacher preparation and PD in establishing responsiveness, refuting deficit thinking, and capitalizing on cultural and linguistic assets. They also underscored the need for equity in the design of online teacher training and professional development. Finally, the review concluded with the various ways AI could be looped into the process.

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Theorizing and Languaging Blackness

Cited by 7 publications

References 1 publication

On impersonal justice: libraries' neutrality as an act of change

On impersonal justice: libraries' neutrality as an act of change

How Can We Study Children’s/Youth’s Out of School Experiences to Inform Classroom Practices?

Culturally- and Linguistically-Responsive Online Teacher Learning Professional Development

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