Joanne E Marciano
Biographic Data
| ID | 1604786 |
|---|---|
| NAME | Joanne E Marciano |
| GIVEN NAMES | Joanne E |
| FAMILY NAME | Marciano |
| SIGNATURE | MARCIANO J E |
| AFFILIATIONS | Michigan State University |
| ORCID | 0000-0003-2035-5063 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 67 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Examining Youths’ Culturally Sustaining Peer Interactions in a Community-Based Participatory Research Initiative
This paper examines how youth enacted culturally sustaining pedagogies in their interactions with peers as participants in a multi-year, community-based participatory literacy initiative in a subsidized housing community. Data include transcripts from 53 weekly Zoom sessions held with youth participants in The Youth Voices Project from March 2020 through June 2021, as youth navigated the multiple crises of the COVID-19 pandemic, systemic racism, …
Pre-service teachers demonstrating compassion through expressions of care
This qualitative research study examines the perspectives of pre-service teachers (PSTs) in the US and South Africa as they learned about the pedagogy of compassion as a generative approach for supporting students in navigating issues of social justice in the context of English teaching and learning. We examine PSTs’ work generated in a secondary English methods course in the US and interviews with 14 PSTs: 10 in the US and 4 in South Africa. Fin…
They can learn it through us”: Youth seeking racial justice through a community‐based book club
In the summer of 2020, amidst state‐mandated social distancing and protests for racial justice, youth participating in an ongoing YPAR initiative sought to design and facilitate a book club for the residents of their subsidized housing community to increase community awareness of the Black Lives Matter movement. Through interviews, youth shared their plans to design and facilitate a book club differently than they had experienced in English class…
Can I Come to Your Island?”: (Game)Playing Embodied Digital Literacies with Cuentos, Pláticas, and Cousins
The authors, literacy and language researchers, and teacher educators and their daughters, use narrative inquiry to story the embodied digital literacy practices of two girls of color as the girls played Animal Crossing online during the COVID‐19 pandemic and communicated about their (game)play via text messaging. We conceptually frame the girls enacting of embodied digital literacies during their (game)play as the interplay of cuentos , pláticas…
Examining the Schooling Desires of Youth During the Covid-19 Crisis
As schools across the US and around the world closed their physical buildings to stop the spread of COVID-19, students, teachers, families, and communities grappled with the shift to online learning. While emerging research examines how educators navigated this shift, little is known about how students experienced schooling as the pandemic unfolded and how their experiences may contribute to emerging calls for reimagining education. In this essay…
The Imperatives of Voice and Context in the Preparation of Community Teachers: Conceptualizing Learning-To-Teach Cycles
In this conceptual/theoretical paper, we present an argument about the importance of preparing community teachers, articulating tenets of youth voice, community voice, and context in this undertaking. We operationalize these tenets by proposing a Learning-to-Teach Cycle as an organizing structure for teacher candidates to encounter across their programs through four interrelated elements-- observing; identifying; reflecting/synthesizing; and desi…
These Tellings: Explosive Love as Literacy Research
In envisioning literacy at a crossroads, we ask what may be the potential of a different, intense, possible love, a love we may scarcely know and may yet discern—what we think of as a cosmic love, an explosive love. Such stance-taking in literacy research provokes new possibilities for research, teaching, and learning. We share brief narrative vignettes, moments we pointedly name as these tellings, and assert possibilities across two interconnect…
“Our Voice and Dreams Matter”: Supporting Youths’ Racial Literacy
This qualitative study examines how youth participants in an ongoing community-based literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in summer 2020 and throughout the 2020–2021 academic year. We utilize theories of racial literacy and critical arts-based literacy to examine youths’ engagement in 44 weekly two-hour-long Zoom sessi…
Generating New Narratives: Examining Youths’ Multiliteracies Practices in Youth Participatory Action Research
This paper examines the multiliteracies practices () of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month-long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories …
Preservice Teachers Taking Action: Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience
This article examines the teaching practices and pedagogical theories preservice teachers (PSTs) enacted in a newly designed after-school literacy club field placement. We draw from sociocultural and activity theories to analyze data collected in the qualitative study that examined the following research questions: (1) What teaching practices do PSTs enact in an after-school literacy club field placement? (2) What pedagogical theories guide their…
This is America”: Examining Artifactual Literacies as Austere Love Across Contexts of Schools and Everyday Use
Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence
The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection
Just as teacher education programs depend upon practicing teachers for the quality and integrity of their programs, they have a responsibility for playing a role in ongoing support for these educators We begin by describing how we think about a pedagogy of connection for teacher education, building upon the earlier contributions of education scholars, and then briefly discuss the role of teacher education programs in cultivating this pedagogical …
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How
Examining Moments of Possibility Toward College Readiness in a Literacy‐and‐Songwriting Initiative
The authors examined how middle and high school students participating in a literacy‐and‐songwriting initiative in Detroit, Michigan, experienced moments of possibility that supported the youth in envisioning themselves as college bound. The authors explain how they drew from culturally relevant and sustaining educational approaches to design literacy instruction for youth of color that built from students’ interests as strengths, challenging edu…
Centering community: Enacting culturally responsive-sustaining Ypar during Covid-19
Purpose This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19. Design/methodolog…
Writing Toward Change Across Youth Participatory Action Research Projects
The authors examine how youth participants in the Central City Youth Participatory Action Research ( YPAR ) project (a pseudonym) enacted literacy practices toward social justice. Specifically, the authors examine how youths rendered writing in the context of the Central City YPAR project to design and enact research about issues of educational opportunity and to share findings of their research with community stakeholders. Taken together, youths…
It’s All Possible”: Urban Educators’ Perspectives on Creating a Culturally Relevant, Schoolwide, College-Going Culture for Black and Latino Male Students
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Activating student voice through Youth Participatory Action Research (Ypar): Policy-making that strengthens urban education reform
CC Vision – an urban education reform effort launched to strengthen the cradle-to-career education pipeline in Central City – provides the impetus for our use of youth participatory action research (YPAR) to gather and activate student voice in the fight for education justice. Student voice can significantly enhance the quality of policy designed to expand access to education opportunity for poor and/or youth of color attending urban schools. Fif…
We’re Friends, We Have to be in This Together”: Examining the Role of Culturally Relevant Peer Interactions in Urban Youth’s College Readiness and Access
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How
It’s All Possible”: Urban Educators’ Perspectives on Creating a Culturally Relevant, Schoolwide, College-Going Culture for Black and Latino Male Students
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Activating student voice through Youth Participatory Action Research (Ypar): Policy-making that strengthens urban education reform
CC Vision – an urban education reform effort launched to strengthen the cradle-to-career education pipeline in Central City – provides the impetus for our use of youth participatory action research (YPAR) to gather and activate student voice in the fight for education justice. Student voice can significantly enhance the quality of policy designed to expand access to education opportunity for poor and/or youth of color attending urban schools. Fif…
We’re Friends, We Have to be in This Together”: Examining the Role of Culturally Relevant Peer Interactions in Urban Youth’s College Readiness and Access
This is America”: Examining Artifactual Literacies as Austere Love Across Contexts of Schools and Everyday Use
Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence
The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection
Just as teacher education programs depend upon practicing teachers for the quality and integrity of their programs, they have a responsibility for playing a role in ongoing support for these educators We begin by describing how we think about a pedagogy of connection for teacher education, building upon the earlier contributions of education scholars, and then briefly discuss the role of teacher education programs in cultivating this pedagogical …
Centering community: Enacting culturally responsive-sustaining Ypar during Covid-19
Purpose This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19. Design/methodolog…
The Imperatives of Voice and Context in the Preparation of Community Teachers: Conceptualizing Learning-To-Teach Cycles
In this conceptual/theoretical paper, we present an argument about the importance of preparing community teachers, articulating tenets of youth voice, community voice, and context in this undertaking. We operationalize these tenets by proposing a Learning-to-Teach Cycle as an organizing structure for teacher candidates to encounter across their programs through four interrelated elements-- observing; identifying; reflecting/synthesizing; and desi…
Preservice Teachers Taking Action: Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience
This article examines the teaching practices and pedagogical theories preservice teachers (PSTs) enacted in a newly designed after-school literacy club field placement. We draw from sociocultural and activity theories to analyze data collected in the qualitative study that examined the following research questions: (1) What teaching practices do PSTs enact in an after-school literacy club field placement? (2) What pedagogical theories guide their…
We’re Friends, We Have to be in This Together”: Examining the Role of Culturally Relevant Peer Interactions in Urban Youth’s College Readiness and Access
Activating student voice through Youth Participatory Action Research (Ypar): Policy-making that strengthens urban education reform
CC Vision – an urban education reform effort launched to strengthen the cradle-to-career education pipeline in Central City – provides the impetus for our use of youth participatory action research (YPAR) to gather and activate student voice in the fight for education justice. Student voice can significantly enhance the quality of policy designed to expand access to education opportunity for poor and/or youth of color attending urban schools. Fif…
Writing Toward Change Across Youth Participatory Action Research Projects
The authors examine how youth participants in the Central City Youth Participatory Action Research ( YPAR ) project (a pseudonym) enacted literacy practices toward social justice. Specifically, the authors examine how youths rendered writing in the context of the Central City YPAR project to design and enact research about issues of educational opportunity and to share findings of their research with community stakeholders. Taken together, youths…
It’s All Possible”: Urban Educators’ Perspectives on Creating a Culturally Relevant, Schoolwide, College-Going Culture for Black and Latino Male Students
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Examining Moments of Possibility Toward College Readiness in a Literacy‐and‐Songwriting Initiative
The authors examined how middle and high school students participating in a literacy‐and‐songwriting initiative in Detroit, Michigan, experienced moments of possibility that supported the youth in envisioning themselves as college bound. The authors explain how they drew from culturally relevant and sustaining educational approaches to design literacy instruction for youth of color that built from students’ interests as strengths, challenging edu…
Centering community: Enacting culturally responsive-sustaining Ypar during Covid-19
Purpose This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19. Design/methodolog…
This is America”: Examining Artifactual Literacies as Austere Love Across Contexts of Schools and Everyday Use
Toward New Visions of Teacher Education: Addressing the Challenges of Program Coherence
The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection
Just as teacher education programs depend upon practicing teachers for the quality and integrity of their programs, they have a responsibility for playing a role in ongoing support for these educators We begin by describing how we think about a pedagogy of connection for teacher education, building upon the earlier contributions of education scholars, and then briefly discuss the role of teacher education programs in cultivating this pedagogical …
Decentering Whiteness in Teacher Education: Addressing the Questions of Who, With Whom, and How
Generating New Narratives: Examining Youths’ Multiliteracies Practices in Youth Participatory Action Research
This paper examines the multiliteracies practices () of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month-long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories …
Preservice Teachers Taking Action: Enacting Teaching Practices and Pedagogical Theories in an After-School Literacy Club Field Experience
This article examines the teaching practices and pedagogical theories preservice teachers (PSTs) enacted in a newly designed after-school literacy club field placement. We draw from sociocultural and activity theories to analyze data collected in the qualitative study that examined the following research questions: (1) What teaching practices do PSTs enact in an after-school literacy club field placement? (2) What pedagogical theories guide their…
These Tellings: Explosive Love as Literacy Research
In envisioning literacy at a crossroads, we ask what may be the potential of a different, intense, possible love, a love we may scarcely know and may yet discern—what we think of as a cosmic love, an explosive love. Such stance-taking in literacy research provokes new possibilities for research, teaching, and learning. We share brief narrative vignettes, moments we pointedly name as these tellings, and assert possibilities across two interconnect…
“Our Voice and Dreams Matter”: Supporting Youths’ Racial Literacy
This qualitative study examines how youth participants in an ongoing community-based literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in summer 2020 and throughout the 2020–2021 academic year. We utilize theories of racial literacy and critical arts-based literacy to examine youths’ engagement in 44 weekly two-hour-long Zoom sessi…
Examining the Schooling Desires of Youth During the Covid-19 Crisis
As schools across the US and around the world closed their physical buildings to stop the spread of COVID-19, students, teachers, families, and communities grappled with the shift to online learning. While emerging research examines how educators navigated this shift, little is known about how students experienced schooling as the pandemic unfolded and how their experiences may contribute to emerging calls for reimagining education. In this essay…
The Imperatives of Voice and Context in the Preparation of Community Teachers: Conceptualizing Learning-To-Teach Cycles
In this conceptual/theoretical paper, we present an argument about the importance of preparing community teachers, articulating tenets of youth voice, community voice, and context in this undertaking. We operationalize these tenets by proposing a Learning-to-Teach Cycle as an organizing structure for teacher candidates to encounter across their programs through four interrelated elements-- observing; identifying; reflecting/synthesizing; and desi…
Pre-service teachers demonstrating compassion through expressions of care
This qualitative research study examines the perspectives of pre-service teachers (PSTs) in the US and South Africa as they learned about the pedagogy of compassion as a generative approach for supporting students in navigating issues of social justice in the context of English teaching and learning. We examine PSTs’ work generated in a secondary English methods course in the US and interviews with 14 PSTs: 10 in the US and 4 in South Africa. Fin…
They can learn it through us”: Youth seeking racial justice through a community‐based book club
In the summer of 2020, amidst state‐mandated social distancing and protests for racial justice, youth participating in an ongoing YPAR initiative sought to design and facilitate a book club for the residents of their subsidized housing community to increase community awareness of the Black Lives Matter movement. Through interviews, youth shared their plans to design and facilitate a book club differently than they had experienced in English class…
Can I Come to Your Island?”: (Game)Playing Embodied Digital Literacies with Cuentos, Pláticas, and Cousins
The authors, literacy and language researchers, and teacher educators and their daughters, use narrative inquiry to story the embodied digital literacy practices of two girls of color as the girls played Animal Crossing online during the COVID‐19 pandemic and communicated about their (game)play via text messaging. We conceptually frame the girls enacting of embodied digital literacies during their (game)play as the interplay of cuentos , pláticas…
Examining Youths’ Culturally Sustaining Peer Interactions in a Community-Based Participatory Research Initiative
This paper examines how youth enacted culturally sustaining pedagogies in their interactions with peers as participants in a multi-year, community-based participatory literacy initiative in a subsidized housing community. Data include transcripts from 53 weekly Zoom sessions held with youth participants in The Youth Voices Project from March 2020 through June 2021, as youth navigated the multiple crises of the COVID-19 pandemic, systemic racism, …
Pedagogy (20 works) · Psychology (19 works) · Sociology (19 works) · Political science (13 works) · Mathematics education (9 works) · Teacher Education and Leadership Studies (9 works) · Critical Race Theory in Education (7 works) · Literacy (7 works) · Literacy, Media, and Education (7 works) · Educator Training and Historical Pedagogy (5 works)