Multimodality and critical race theory as tools of canonical subversion
Datos Bibliográficos
| ID | 21548024 |
|---|---|
| Autores | Jeanne Dyches (Iowa State University, autor de correspondencia), Emily Howell (0000-0001-5062-6480, Clemson University), Deani Thomas (0000-0003-0407-0711, Iowa State University), Amy Updegraff (0000-0003-0786-4613, Iowa State University) |
| Año | 2024 |
| Volumen | 58 |
| Número | 3 |
| Páginas | 222-239 |
| Fecha de publicación | 2024-07-02 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | English in Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0425-0494 • E-ISSN: 1754-8845 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/04250494.2024.2361032 |
| OpenAlex | W4399928342 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 54 |
Research has called for nuanced scholarly investigations that synergise, complicate, and advance social theories of literacy. Accordingly, this study melds critical literacy, critical race theory, and multiliteracies to distil students’ involvement with the canonical The Adventures of Huckleberry Finn, investigating: What are participants’ design experiences reading canonical literature through a critical race theory lens, and what does multimodal design reveal about students’ critical literacies? Design reflects both understanding and meaning making using multiple sign systems. Applying case study methodologies, researchers investigated the experiences of 24 eleventh-grade students in an American literature course. Layers of inductive and deductive analysis reveal two findings specific to students’ experiences with multiliteracies: successes with literal transmediation and barriers to imaginative transmediation. Findings were then deductively treated with tenets of critical literacy and critical race theory, revealing that students identified Whiteness as property while simultaneously participating in Colour-evasion and upholding White saviour traditions. Implications for theory, research, and pedagogy are discussed
Critical race theory · Critical theory · Epistemology · Linguistics · Multimodality · Political science · Politics · Sociology · Subversion · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Gender Studies · Literacy, Media, and Education · Philosophy
Social Linguistics and Literacies
Rethinking Composing in a Digital Age
“Multiliteracies”
Rereading “A Pedagogy of Multiliteracies”
Doing and Teaching Disciplinary Literacy with Adolescent Learners
Restorying the Self
More than Words
McIntosh as Synecdoche
Whiteness as Property
Brown v. Board of Education and the Interest-Convergence Dilemma
Reconciling Competing Missions of English Education
Playing in the Dark
Ideology and Curriculum
Racism Without Racists
Toward a Critical Race Theory of Education
The M Word
New Times for Multimodality? Confronting the Accountability Culture
Expanding Argument Instruction
We Always Talk About Race”
Beyond the Language Barrier
Is everyone really equal? An introduction to key concepts in social justice education
White-on-white research
Literacy
Response to Literature as a Cultural Activity
Do We Need More Productive Theorizing? A Commentary
Posts” Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms
Mapping the Margins
Storytelling for Oppositionists and Others
Critical Literacy
Fostering Awareness through Transmediation
| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |