Nathan C Phillips
Biographic Data
| ID | 1585622 |
|---|---|
| NAME | Nathan C Phillips |
| GIVEN NAMES | Nathan C |
| FAMILY NAME | Phillips |
| SIGNATURE | PHILLIPS N C |
| AFFILIATIONS | University of Illinois Chicago |
| ORCID | 0000-0003-1571-5503 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
“You Get to Move Around Which in Science You Cannot Do”
A growing interest in leveraging the arts, and particularly the performing arts, to disrupt prevailing paradigms in science education that uphold the mind–body divide and privilege the mind and thinking over the body and feeling, and to create engaging and meaningful learning experiences, has led to a school–university/research–practice partnership to design and study ways to strengthen science learning by engaging in science theatre. In this ins…
Kindred in Understanding
We used collaborative narrative inquiry to analyze stories of three teachers of Color working together to build a transformative learning experience for youth during the summer of 2020. Using Culturally Sustaining Relationships (Shaabneh, 2022) as our theoretical framework, our analysis revealed how the teachers developed a critical kinship through (counter)storytelling, and how they navigated crises through leveraging this kinship to form a coll…
Latinx students embodying justice‐centered science
Children are often denied science education that engages their emotions and multiple identities. This study focused on ways in which embodied arts‐based experiences offer opportunities for such engagement in pedagogical efforts associated with justice‐centered science. The conceptual framework that informed the study considers the body as a site of learning, embraces social justice in science education and engages with the dialectical relationshi…
“Science theatre makes you good at science”
School science continues to alienate students identifying with nondominant, non‐western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making …
Mentoring Preservice Teachers in Disciplinary Literacies
Despite the growing body of literature emphasizing the specialized literacy practices within the disciplines, the literature concerning how to prepare preservice teachers for disciplinary literacy instruction is less clear. In this article, we present a mentorship model for content area teacher preparation that Steve (first author) developed and that we implemented in a university content literacy course. In this pedagogical framework, university…
Multiplicities in Motion
In an effort to draw attention to the mobile dimensions of meaning making, this article proposes a pedagogy of transliteracies, supporting educators and learners in critically reflecting on how people, media, and things are connected across space and time. Expanding on the New London Group's (1996) multiliteracies vision of communicative and ideological multiplicities, we articulate the importance of moving from multi- to trans- to highlight the …
Developing a Transliteracies Framework for a Connected World
This article introduces a transliteracies framework to conceptually account for the contingency and instability of literacy practices on the move and to offer a set of methodological tools for investigating these mobilities. Taking the paradox of mobility—the simultaneous restricting or regulation of movement that accompanies mobility—as its central dialectic, a transliteracies framework functions as a flexible heuristic for attending to how mean…
Cultivating Disciplinary Futures in a School‐Based Digital Atelier
This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections
The Changing Social Spaces of Learning
Multiplicities in Motion
In an effort to draw attention to the mobile dimensions of meaning making, this article proposes a pedagogy of transliteracies, supporting educators and learners in critically reflecting on how people, media, and things are connected across space and time. Expanding on the New London Group's (1996) multiliteracies vision of communicative and ideological multiplicities, we articulate the importance of moving from multi- to trans- to highlight the …
The Changing Social Spaces of Learning
Developing a Transliteracies Framework for a Connected World
This article introduces a transliteracies framework to conceptually account for the contingency and instability of literacy practices on the move and to offer a set of methodological tools for investigating these mobilities. Taking the paradox of mobility—the simultaneous restricting or regulation of movement that accompanies mobility—as its central dialectic, a transliteracies framework functions as a flexible heuristic for attending to how mean…
Cultivating Disciplinary Futures in a School‐Based Digital Atelier
This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections
Multiplicities in Motion
In an effort to draw attention to the mobile dimensions of meaning making, this article proposes a pedagogy of transliteracies, supporting educators and learners in critically reflecting on how people, media, and things are connected across space and time. Expanding on the New London Group's (1996) multiliteracies vision of communicative and ideological multiplicities, we articulate the importance of moving from multi- to trans- to highlight the …
Mentoring Preservice Teachers in Disciplinary Literacies
Despite the growing body of literature emphasizing the specialized literacy practices within the disciplines, the literature concerning how to prepare preservice teachers for disciplinary literacy instruction is less clear. In this article, we present a mentorship model for content area teacher preparation that Steve (first author) developed and that we implemented in a university content literacy course. In this pedagogical framework, university…
“Science theatre makes you good at science”
School science continues to alienate students identifying with nondominant, non‐western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making …
Latinx students embodying justice‐centered science
Children are often denied science education that engages their emotions and multiple identities. This study focused on ways in which embodied arts‐based experiences offer opportunities for such engagement in pedagogical efforts associated with justice‐centered science. The conceptual framework that informed the study considers the body as a site of learning, embraces social justice in science education and engages with the dialectical relationshi…
“You Get to Move Around Which in Science You Cannot Do”
A growing interest in leveraging the arts, and particularly the performing arts, to disrupt prevailing paradigms in science education that uphold the mind–body divide and privilege the mind and thinking over the body and feeling, and to create engaging and meaningful learning experiences, has led to a school–university/research–practice partnership to design and study ways to strengthen science learning by engaging in science theatre. In this ins…
Kindred in Understanding
We used collaborative narrative inquiry to analyze stories of three teachers of Color working together to build a transformative learning experience for youth during the summer of 2020. Using Culturally Sustaining Relationships (Shaabneh, 2022) as our theoretical framework, our analysis revealed how the teachers developed a critical kinship through (counter)storytelling, and how they navigated crises through leveraging this kinship to form a coll…
Psychology (7 works) · Sociology (7 works) · Pedagogy (6 works) · Computer Science (4 works) · Epistemology (4 works) · Literacy, Media, and Education (4 works) · Mathematics education (4 works) · Social science (4 works) · Aesthetics (3 works) · Meaning-making (3 works)