Lalitha Vasudevan
Biographic Data
| ID | 104935 |
|---|---|
| NAME | Lalitha Vasudevan |
| GIVEN NAMES | Lalitha |
| FAMILY NAME | Vasudevan |
| SIGNATURE | VASUDEVAN L |
| AFFILIATIONS | Columbia University |
| ORCID | 0000-0001-7458-019X |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 7 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
Remaking Community With Art
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Factoring in Student Technology Use in Literacy Education: A Review of The Class: Living and Learning in the Digital Age
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Cultivating Nonfiction Readers Open to Challenge and Change
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Transcultural Cosmopolitanism: A Review of Literacy Lives in Transcultural Times
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Our World Is Text: Foregrounding Racial Literacy Through a Classroom Reading of Ta‐Nehisi Coates
Writing Instruction and Mentor Text Habits of Mind: A Review of Writing With Mentors: How to Reach Every Writer in the Room Using Current, Engaging Mentor Texts
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
A Book That Bleeds: An Unlikely Textual Resource
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
The Literate Body: A Review of Literacies, Learning, and the Body: Putting Theory and Research Into Pedagogical Practice
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
The Power of a Pony: Youth Literacies, Participatory Culture, and Active Meaning Making
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Layered Stories of Teacher Education in Flux: A Review of On Mutant Pedagogies: Seeking Justice and Drawing Change in Teacher Education
Joyful Learning and Letting Stories Breathe
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Unflattening” Our Ways of Seeing, Reading, and Writing
Our first column for Volume 60 of JAAL focuses on the messages of expanded ways of seeing in knowledge construction that are contained in the pages of Unflattening, a comic book originally written by Nick Sousanis as his doctoral dissertation. Unflattening seeks to literally unflatten conceptions of meaning, reading, and writing through an active embrace of multimodality in its integration of images, design, and various genres of written text
Making Foster Youths’ Lives and Everyday Literacies Visible Through Film
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Cultivating Research Pedagogies with Adolescents: Created Spaces, Engaged Participation, and Embodied Inquiry
This paper conceptualizes an approach to adolescent literacies research we call research pedagogies. This approach recognizes the pedagogical features of the research process and includes three dimensions: created spaces, engaged participation, and embodied inquiry. By drawing upon and sometimes recasting foundational anthropological approaches to education research, we argue for the development of research spaces that are also teaching spaces re…
Cosmopolitan Literacies of Belonging in an After‐school Program With Court‐Involved Youths
This article focuses on the concept of belonging as an embodied practice that is expressed by adolescents in multimodal ways and that can be nurtured inside and also beyond schools, such as within afterschool programs. We explore belonging in an afterschool program designed for court‐involved youth. Our research is theoretically framed by educational cosmopolitanism and multimodal literacy and we situate our analysis within a discussion of cosmop…
Multimodal Cosmopolitanism: Cultivating Belonging in Everyday Moments With Youth
This article explores the idea that everyday moments hold cosmopolitan potential wherein such recognition can reorient educators and youth toward one another in meaningful and generative ways. Found in the quotidian practices of young people are indicators of their affiliations, their proclivities, their interests, and their curiosities. Educators, should they choose to take these practices seriously, will find ample fodder in the wide range of y…
More than Playgrounds: Locating the Lingering Traces of Educational Anthropology
When anthropologists of education, who embrace an activist or action-focused orientation, locate their work within community-based settings, they bear a responsibility to act in ways that not only produce new knowledge but that are also responsive to the immediate circumstances. Katherine Schultz's Presidential Address evokes two related tensions: one is a tension of temporality wherein the contexts of our research may seek and demand greater urg…
In the Middle of Something: Reflections on Multimodal Inquiry as Artful Bricolage
This article presents a conversation about the nature of multimodal inquiry and composing between Lalitha Vasudevan and Mary Ann Reilly. The authors draw on their Twitter exchanges, blog posts, art, photography, and reflections as they consider what literacy education is and can be in a world that offers multiple means of expression. The theoretical constructs of bricolage and rhizomatics inform how they think about their inquiry as well as how t…
Seeing and Hearing Students' Lived and Embodied Critical Literacy Practices
In this article, the authors argue that teachers and researchers must expand current verbo- and logo-centric definitions of critical literacy to recognize how texts and responses are embodied. Ethnographic data illustrate the ways that youth perform critical literacy in ways that educators might not always be prepared to see, hear, or acknowledge
Rethinking Composing in a Digital Age: Authoring Literate Identities Through Multimodal Storytelling
In this article, the authors engage the theoretical lens of multimodality in rethinking the practices and processes of composing in classrooms. Specifically, they focus on how learning new composing practices led some fifth-grade students to author new literate identities—what they call authorial stances—in their classroom community. Their analysis adds to the current research on the production and analysis of multimodal texts through an analysis…
Looking for Angels: Knowing Adolescents by Engaging With Their Multimodal Literacy Practices
The ways teachers and students, particularly adolescents, come to know one another can be tricky terrain to navigate, particularly in the climate of increased measurement and evaluation. When young people's literacies inside institutional walls are confined to measurable outcomes, precious opportunities to better understand these youths' complex and multifaceted lives are lost. The author discusses the possibilities for teaching, learning, and kn…
Multimodal Cosmopolitanism: Cultivating Belonging in Everyday Moments With Youth
This article explores the idea that everyday moments hold cosmopolitan potential wherein such recognition can reorient educators and youth toward one another in meaningful and generative ways. Found in the quotidian practices of young people are indicators of their affiliations, their proclivities, their interests, and their curiosities. Educators, should they choose to take these practices seriously, will find ample fodder in the wide range of y…
Seeing and Hearing Students' Lived and Embodied Critical Literacy Practices
In this article, the authors argue that teachers and researchers must expand current verbo- and logo-centric definitions of critical literacy to recognize how texts and responses are embodied. Ethnographic data illustrate the ways that youth perform critical literacy in ways that educators might not always be prepared to see, hear, or acknowledge
Cultivating Research Pedagogies with Adolescents: Created Spaces, Engaged Participation, and Embodied Inquiry
This paper conceptualizes an approach to adolescent literacies research we call research pedagogies. This approach recognizes the pedagogical features of the research process and includes three dimensions: created spaces, engaged participation, and embodied inquiry. By drawing upon and sometimes recasting foundational anthropological approaches to education research, we argue for the development of research spaces that are also teaching spaces re…
More than Playgrounds: Locating the Lingering Traces of Educational Anthropology
When anthropologists of education, who embrace an activist or action-focused orientation, locate their work within community-based settings, they bear a responsibility to act in ways that not only produce new knowledge but that are also responsive to the immediate circumstances. Katherine Schultz's Presidential Address evokes two related tensions: one is a tension of temporality wherein the contexts of our research may seek and demand greater urg…
Looking for Angels: Knowing Adolescents by Engaging With Their Multimodal Literacy Practices
The ways teachers and students, particularly adolescents, come to know one another can be tricky terrain to navigate, particularly in the climate of increased measurement and evaluation. When young people's literacies inside institutional walls are confined to measurable outcomes, precious opportunities to better understand these youths' complex and multifaceted lives are lost. The author discusses the possibilities for teaching, learning, and kn…
Rethinking Composing in a Digital Age: Authoring Literate Identities Through Multimodal Storytelling
In this article, the authors engage the theoretical lens of multimodality in rethinking the practices and processes of composing in classrooms. Specifically, they focus on how learning new composing practices led some fifth-grade students to author new literate identities—what they call authorial stances—in their classroom community. Their analysis adds to the current research on the production and analysis of multimodal texts through an analysis…
Seeing and Hearing Students' Lived and Embodied Critical Literacy Practices
In this article, the authors argue that teachers and researchers must expand current verbo- and logo-centric definitions of critical literacy to recognize how texts and responses are embodied. Ethnographic data illustrate the ways that youth perform critical literacy in ways that educators might not always be prepared to see, hear, or acknowledge
In the Middle of Something: Reflections on Multimodal Inquiry as Artful Bricolage
This article presents a conversation about the nature of multimodal inquiry and composing between Lalitha Vasudevan and Mary Ann Reilly. The authors draw on their Twitter exchanges, blog posts, art, photography, and reflections as they consider what literacy education is and can be in a world that offers multiple means of expression. The theoretical constructs of bricolage and rhizomatics inform how they think about their inquiry as well as how t…
Cosmopolitan Literacies of Belonging in an After‐school Program With Court‐Involved Youths
This article focuses on the concept of belonging as an embodied practice that is expressed by adolescents in multimodal ways and that can be nurtured inside and also beyond schools, such as within afterschool programs. We explore belonging in an afterschool program designed for court‐involved youth. Our research is theoretically framed by educational cosmopolitanism and multimodal literacy and we situate our analysis within a discussion of cosmop…
Multimodal Cosmopolitanism: Cultivating Belonging in Everyday Moments With Youth
This article explores the idea that everyday moments hold cosmopolitan potential wherein such recognition can reorient educators and youth toward one another in meaningful and generative ways. Found in the quotidian practices of young people are indicators of their affiliations, their proclivities, their interests, and their curiosities. Educators, should they choose to take these practices seriously, will find ample fodder in the wide range of y…
More than Playgrounds: Locating the Lingering Traces of Educational Anthropology
When anthropologists of education, who embrace an activist or action-focused orientation, locate their work within community-based settings, they bear a responsibility to act in ways that not only produce new knowledge but that are also responsive to the immediate circumstances. Katherine Schultz's Presidential Address evokes two related tensions: one is a tension of temporality wherein the contexts of our research may seek and demand greater urg…
Cultivating Research Pedagogies with Adolescents: Created Spaces, Engaged Participation, and Embodied Inquiry
This paper conceptualizes an approach to adolescent literacies research we call research pedagogies. This approach recognizes the pedagogical features of the research process and includes three dimensions: created spaces, engaged participation, and embodied inquiry. By drawing upon and sometimes recasting foundational anthropological approaches to education research, we argue for the development of research spaces that are also teaching spaces re…
Joyful Learning and Letting Stories Breathe
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Unflattening” Our Ways of Seeing, Reading, and Writing
Our first column for Volume 60 of JAAL focuses on the messages of expanded ways of seeing in knowledge construction that are contained in the pages of Unflattening, a comic book originally written by Nick Sousanis as his doctoral dissertation. Unflattening seeks to literally unflatten conceptions of meaning, reading, and writing through an active embrace of multimodality in its integration of images, design, and various genres of written text
Making Foster Youths’ Lives and Everyday Literacies Visible Through Film
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Our World Is Text: Foregrounding Racial Literacy Through a Classroom Reading of Ta‐Nehisi Coates
Writing Instruction and Mentor Text Habits of Mind: A Review of Writing With Mentors: How to Reach Every Writer in the Room Using Current, Engaging Mentor Texts
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
A Book That Bleeds: An Unlikely Textual Resource
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
The Literate Body: A Review of Literacies, Learning, and the Body: Putting Theory and Research Into Pedagogical Practice
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
The Power of a Pony: Youth Literacies, Participatory Culture, and Active Meaning Making
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Layered Stories of Teacher Education in Flux: A Review of On Mutant Pedagogies: Seeking Justice and Drawing Change in Teacher Education
Factoring in Student Technology Use in Literacy Education: A Review of The Class: Living and Learning in the Digital Age
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Cultivating Nonfiction Readers Open to Challenge and Change
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Transcultural Cosmopolitanism: A Review of Literacy Lives in Transcultural Times
This forum reviews a mix of resources (written texts, graphic novels, documentaries, and mixed‐media pieces) to inform pedagogy and related educational practices that foreground representations of youths and their literacy practices within and outside of school
Remaking Community With Art
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Pedagogy (20 works) · Sociology (20 works) · Literacy, Media, and Education (17 works) · Psychology (17 works) · Literacy (14 works) · Mathematics education (12 works) · Digital Storytelling and Education (10 works) · Media literacy (8 works) · Literacy Education (7 works) · Art (6 works)