Bessie P Dernikos
Datos Biográficos
| ID | 4079010 |
|---|---|
| NOMBRE | Bessie P Dernikos |
| NOMBRES | Bessie P |
| APELLIDO | Dernikos |
| FIRMA | DERNIKOS B P |
| AFILIACIONES | Florida Atlantic University |
| ORCID | 0000-0002-9237-352X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 12 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2014 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Following the witch’s flight
Amidst renewed “reading wars,” censorship debates, and yet another “crisis” in literacy, early childhood educators are facing increased pressure to develop and demonstrate professional dispositions that are linked to content knowledge, values, attitudes, and ethics. This article explores professionalism otherwise in early childhood literacies—as a post↔feminist↔“witchy”↔assemblage. We think-with the figure of the witch as a heuristic to highlight…
Inquiries Across Time and Space to Deepen and Broaden Our Understandings of Literacy
The Scien[ce]tism of Reading as National Fantasy
In this paper, we think‐with Berlant's (1991) concept of national fantasy to argue that the mainstream interpretation of the Science of Reading (SOR)—particularly its reductive application of Gough and Tunmer's (1986) Simple View of Reading—functions as an ideological force that affectively shapes not only literacy curricula and instruction, but also national identity. Reading, then, becomes not a tool for critical inquiry or democratic engagemen…
Strengthening Critical Literacies and Language Learning Across Online, Classroom, and Community Contexts
Debunking Deficit Ideologies and Recruiting Diverse Students’ Repertoires for Reading and Other Literate Engagements
Looking Closely to Understand Literacy More Deeply
Marks, Metaphors, and Testimonios
The ‘ordinary’ violence of national fantasy
Atmospheres of violence and becoming bad researchers
Atmospheres of violence and becoming bad researcherson the day that Roe v. Wade 1 was overturned, Nancy texted Stephanie, "feels like slow death." the phrase slow death refers to the physical wearing out of a population in a way that points to its deterioration as a defining condition of its experience and historical existence (Berlant, 2011, p. 93).With slow death, lauren Berlant emphasizes the biopolitically shaped "endemics" of illness, the ma…
Reorienting curriculum materials as agents of restorative justice in early literacy classrooms
Amidst numerous curricular reforms across the USA that censor reading materials and promote standardized literacy policies, the authors ask in this article: What rights do early childhood teachers and students have in curriculum-making, and to the very materiality of their own classrooms? More broadly, they wonder: How do material regulations in US schools impact the curricular work of restorative justice in early literacy classrooms? The authors…
Theorizing Literacies as Affective Flows
In this theoretical and conceptual article, we consider how meaning-making, literacies, identities, power, privilege, and in/equities are entangled with/in non/human sociomaterial force relations. Inspired by Rose, we build theoretically on the philosophical principles of hip-hop—flow, rupture, layering, and sampling. Conceptually, we invite literacy educators to attune to “in-the-red frequencies,” or “noisy” political philosophies and practices …
‘I want my [un]happy ending!’ Queering happily ever after with/in a primary classroom
In this paper, I explore moments in past research when my sense-making faltered, my confusion/joy/longing proliferated, and my own feelings got the best of me. I discuss the generative potential of these ‘analytical conundrums’ via a queer map of messy ‘complaints’. Within/across these complaints, I playfully attune to the sonic frequencies of happily ever after with/in diverse, intersecting dimensionalities. As I imagine them here, complaint map…
Mapping the Affective Turn in Education
Literacies in early childhood
Tuning into ‘fleshy’ frequencies
Within this article, I attend to the slippages among sound, silence, noise, voice and ir/rationality to map out the ways white supremacist forces subtly moved with/in a primary classroom (NYC) through a host of bodies and sounds to reinforce processes of affective assimilation – or demands for first graders to ‘ feel white’. Specifically, I explore how particular sounds as well as the insistence on silence – that is, sound directed in a certain w…
Refusals, Re-Turns , and Retheorizations of Affective Literacies
In this article, we playfully revisit the same data scene, but from three different perspectives. We call these revisits re-turns to data. These re-turns draw upon moments with young boys playing at a makerspace located in a multiracial, working-class community. This idea of re-turn is not simply about revisiting a data scene; it is about re-sensing the social and what it means to be human through feeling with blackness. We offer Crawley’s theory…
Feeling Education
The scratch changes the tenor of the space, echoes through bodies, and like a slipped needle on vinyl, cuts momentarily into the flow of the present. Drawing upon the Spinozist-inspired philosophy of Deleuze and Guattari, Massumi argues that affects are not “mere” personal feelings but, rather, prepersonal and pre-cognitive intensities that augment and/or diminish a body’s capacity to act. While some contemporary affect scholars do use affect as …
The Possibilities for 'Humanizing' Posthumanist Inquiries
What are the ethical responsibilities of doing and teaching qualitative inquiry at a time when Black and Brown bodies are under assault, an expression of White supremacy that has become ever more visible in the wake of the election of Donald Trump? And how might scholars who 'think with' posthumanist theories respond to the call for more 'humanizing' methodologies being made by African American and Latinx researchers? This article responds to thi…
Rethinking normative literacy practices, behaviors, and interactions
In light of the historical failure of boys of color in US schools, this article sheds light onto the ways in which normative discourses of literacy and learning shape the experiences of immigrant boys and how they are perceived and defined as un/successful students. Findings indicate that although these boys—deemed to be “at-risk” or “struggling readers”—were not knowledgeable of prevalent school discourses and interactional sequences, they had s…
The Possibilities for 'Humanizing' Posthumanist Inquiries
What are the ethical responsibilities of doing and teaching qualitative inquiry at a time when Black and Brown bodies are under assault, an expression of White supremacy that has become ever more visible in the wake of the election of Donald Trump? And how might scholars who 'think with' posthumanist theories respond to the call for more 'humanizing' methodologies being made by African American and Latinx researchers? This article responds to thi…
Rethinking normative literacy practices, behaviors, and interactions
In light of the historical failure of boys of color in US schools, this article sheds light onto the ways in which normative discourses of literacy and learning shape the experiences of immigrant boys and how they are perceived and defined as un/successful students. Findings indicate that although these boys—deemed to be “at-risk” or “struggling readers”—were not knowledgeable of prevalent school discourses and interactional sequences, they had s…
Rethinking normative literacy practices, behaviors, and interactions
In light of the historical failure of boys of color in US schools, this article sheds light onto the ways in which normative discourses of literacy and learning shape the experiences of immigrant boys and how they are perceived and defined as un/successful students. Findings indicate that although these boys—deemed to be “at-risk” or “struggling readers”—were not knowledgeable of prevalent school discourses and interactional sequences, they had s…
Mapping the Affective Turn in Education
Literacies in early childhood
Tuning into ‘fleshy’ frequencies
Within this article, I attend to the slippages among sound, silence, noise, voice and ir/rationality to map out the ways white supremacist forces subtly moved with/in a primary classroom (NYC) through a host of bodies and sounds to reinforce processes of affective assimilation – or demands for first graders to ‘ feel white’. Specifically, I explore how particular sounds as well as the insistence on silence – that is, sound directed in a certain w…
Refusals, Re-Turns , and Retheorizations of Affective Literacies
In this article, we playfully revisit the same data scene, but from three different perspectives. We call these revisits re-turns to data. These re-turns draw upon moments with young boys playing at a makerspace located in a multiracial, working-class community. This idea of re-turn is not simply about revisiting a data scene; it is about re-sensing the social and what it means to be human through feeling with blackness. We offer Crawley’s theory…
Feeling Education
The scratch changes the tenor of the space, echoes through bodies, and like a slipped needle on vinyl, cuts momentarily into the flow of the present. Drawing upon the Spinozist-inspired philosophy of Deleuze and Guattari, Massumi argues that affects are not “mere” personal feelings but, rather, prepersonal and pre-cognitive intensities that augment and/or diminish a body’s capacity to act. While some contemporary affect scholars do use affect as …
The Possibilities for 'Humanizing' Posthumanist Inquiries
What are the ethical responsibilities of doing and teaching qualitative inquiry at a time when Black and Brown bodies are under assault, an expression of White supremacy that has become ever more visible in the wake of the election of Donald Trump? And how might scholars who 'think with' posthumanist theories respond to the call for more 'humanizing' methodologies being made by African American and Latinx researchers? This article responds to thi…
Reorienting curriculum materials as agents of restorative justice in early literacy classrooms
Amidst numerous curricular reforms across the USA that censor reading materials and promote standardized literacy policies, the authors ask in this article: What rights do early childhood teachers and students have in curriculum-making, and to the very materiality of their own classrooms? More broadly, they wonder: How do material regulations in US schools impact the curricular work of restorative justice in early literacy classrooms? The authors…
Theorizing Literacies as Affective Flows
In this theoretical and conceptual article, we consider how meaning-making, literacies, identities, power, privilege, and in/equities are entangled with/in non/human sociomaterial force relations. Inspired by Rose, we build theoretically on the philosophical principles of hip-hop—flow, rupture, layering, and sampling. Conceptually, we invite literacy educators to attune to “in-the-red frequencies,” or “noisy” political philosophies and practices …
‘I want my [un]happy ending!’ Queering happily ever after with/in a primary classroom
In this paper, I explore moments in past research when my sense-making faltered, my confusion/joy/longing proliferated, and my own feelings got the best of me. I discuss the generative potential of these ‘analytical conundrums’ via a queer map of messy ‘complaints’. Within/across these complaints, I playfully attune to the sonic frequencies of happily ever after with/in diverse, intersecting dimensionalities. As I imagine them here, complaint map…
The ‘ordinary’ violence of national fantasy
Atmospheres of violence and becoming bad researchers
Atmospheres of violence and becoming bad researcherson the day that Roe v. Wade 1 was overturned, Nancy texted Stephanie, "feels like slow death." the phrase slow death refers to the physical wearing out of a population in a way that points to its deterioration as a defining condition of its experience and historical existence (Berlant, 2011, p. 93).With slow death, lauren Berlant emphasizes the biopolitically shaped "endemics" of illness, the ma…
Debunking Deficit Ideologies and Recruiting Diverse Students’ Repertoires for Reading and Other Literate Engagements
Looking Closely to Understand Literacy More Deeply
Marks, Metaphors, and Testimonios
Following the witch’s flight
Amidst renewed “reading wars,” censorship debates, and yet another “crisis” in literacy, early childhood educators are facing increased pressure to develop and demonstrate professional dispositions that are linked to content knowledge, values, attitudes, and ethics. This article explores professionalism otherwise in early childhood literacies—as a post↔feminist↔“witchy”↔assemblage. We think-with the figure of the witch as a heuristic to highlight…
Inquiries Across Time and Space to Deepen and Broaden Our Understandings of Literacy
The Scien[ce]tism of Reading as National Fantasy
In this paper, we think‐with Berlant's (1991) concept of national fantasy to argue that the mainstream interpretation of the Science of Reading (SOR)—particularly its reductive application of Gough and Tunmer's (1986) Simple View of Reading—functions as an ideological force that affectively shapes not only literacy curricula and instruction, but also national identity. Reading, then, becomes not a tool for critical inquiry or democratic engagemen…
Strengthening Critical Literacies and Language Learning Across Online, Classroom, and Community Contexts
Literacy (13 obras) · Sociology (13 obras) · Psychology (12 obras) · Literacy, Media, and Education (10 obras) · Pedagogy (10 obras) · Critical Race Theory in Education (8 obras) · Aesthetics (7 obras) · Art (7 obras) · Political science (6 obras) · Social Psychology (5 obras)