Latrise P Johnson
Biographic Data
| ID | 3701167 |
|---|---|
| NAME | Latrise P Johnson |
| GIVEN NAMES | Latrise P |
| FAMILY NAME | Johnson |
| SIGNATURE | JOHNSON L P |
| AFFILIATIONS | University of Alabama |
| ORCID | 0000-0003-2334-5610 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
‘Walk It Like I Talk It’: Storying Student-Facing Practices of a Teacher Educator
This narrative self-study utilizes storying as inquiry into narrative and as narrative inquiry, where story is both noun and verb, data and method, to describe what I learned from immersing myself in K-12 school communities to engage in student-facing practices. Through a series of storied cases describing my student-facing practices and reflexive analyses, I highlight key interactions and experiences that reveal how my active involvement in scho…
“It’s This Practice of Being With ”: A Kitchen-Table Talk on Queer and LGBTQ+ Educational Justice
This kitchen-table talk examines what queer and trans* ways of knowing, being, and doing offer to movements for educational justice. We begin by sharing artifacts that illuminate our relationship to queer and trans* justice in education, and from these personal experiences, we explore the tensions and possibilities of queer and trans* dis/embodied epistemologies, with particularly attention to the power of intergenerational coalition building. Ul…
Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students
Preview this article: Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students, Page 1 of 1 /docserver/preview/fulltext/rte/54/4/researchintheteachingofenglish30740-1.gif
Professor in residence model for queering the edges of school: A project in humanizing methodology and love
Through my work with Black youth, in the form of writing and literacy research, I have engaged with them on the edges of school. I joined students in hallways, offices, libraries, and lunch rooms to engage in dialogue with them about being and becoming. At the intersection of my conducting literacy research and being (queer, Black, female, mother, teacher, and scholar) on the edge of school is that literacy is crucial in subverting oppressive rac…
Alternative Writing Worlds: The Possibilities of Personal Writing for Adolescent Writers
Through the teaching of writing, classrooms are potential sites to address personal power, welcome student ideas, and cultivate a culture of writing for many purposes. Writing that is personal invites students to explore and compose what is possible and to make connections between a subject and the self. Such writing requires a reimagining of writing instruction that recognizes the personal nature of all writing and how writing might be used to c…
Writing the Self: Black Queer Youth Challenge Heteronormative Ways of Being in an After-School Writing Club
Although contexts for writing have shifted in recent decades, traditional views tend to focus on and perpetuate standards-driven practices for “effective” writing. Literacy scholars have demonstrated the rich possibilities of the English language arts, and of queer-inclusive practices, but few have discussed how the writing of queer youth might disrupt heteronormativity and affirm gender and sexual diversity. Merging an expanded view of authentic…
The Status That Troubled Me: Re-Examining Work With Black Boys Through a Culturally Sustaining Pedagogical Framework
To understand how one participant “engage[s] in social action to solve problems,” this research utilizes critical narrative analysis to illustrate how researchers may re-enter into critical conversations with participants to interrupt deficit discourses used when describing the lives of Black male youth. This article analyzes the narrative of Teamer—a Black male from the urban south and former student of the researcher—alongside problematic and p…
The writing on the wall: Enacting place pedagogies in order to reimagine schooling for Black male youth
This ethnographic case study examines how Black educators at an urban middle school enacted critical place pedagogies in order to create a sense of community – that is, a sense of belonging to the place of school – and mutual nurturing between people and space in an attempt to transform how their Black males experienced school. Educators at Starks Middle School did this in order to subvert the failure narrative that describes negative schooling e…
‘Can I Come in Here?’ Winston’s Discovery of Edge-of-school Spaces and Meaningful Literacy Engagement
Literacy classrooms are places of tension in the shaping of literate identities for Black male students because of classroom and cultural mismatch, racialized literacy beliefs and deficit views of Black male literacy achievement. However, research on connections between students’ out-of-school literacy and academic literacy participation tells a strikingly contrasting story because efforts are made to connect literacy to the lived experiences, po…
The Status That Troubled Me: Re-Examining Work With Black Boys Through a Culturally Sustaining Pedagogical Framework
To understand how one participant “engage[s] in social action to solve problems,” this research utilizes critical narrative analysis to illustrate how researchers may re-enter into critical conversations with participants to interrupt deficit discourses used when describing the lives of Black male youth. This article analyzes the narrative of Teamer—a Black male from the urban south and former student of the researcher—alongside problematic and p…
The writing on the wall: Enacting place pedagogies in order to reimagine schooling for Black male youth
This ethnographic case study examines how Black educators at an urban middle school enacted critical place pedagogies in order to create a sense of community – that is, a sense of belonging to the place of school – and mutual nurturing between people and space in an attempt to transform how their Black males experienced school. Educators at Starks Middle School did this in order to subvert the failure narrative that describes negative schooling e…
Professor in residence model for queering the edges of school: A project in humanizing methodology and love
Through my work with Black youth, in the form of writing and literacy research, I have engaged with them on the edges of school. I joined students in hallways, offices, libraries, and lunch rooms to engage in dialogue with them about being and becoming. At the intersection of my conducting literacy research and being (queer, Black, female, mother, teacher, and scholar) on the edge of school is that literacy is crucial in subverting oppressive rac…
‘Can I Come in Here?’ Winston’s Discovery of Edge-of-school Spaces and Meaningful Literacy Engagement
Literacy classrooms are places of tension in the shaping of literate identities for Black male students because of classroom and cultural mismatch, racialized literacy beliefs and deficit views of Black male literacy achievement. However, research on connections between students’ out-of-school literacy and academic literacy participation tells a strikingly contrasting story because efforts are made to connect literacy to the lived experiences, po…
The writing on the wall: Enacting place pedagogies in order to reimagine schooling for Black male youth
This ethnographic case study examines how Black educators at an urban middle school enacted critical place pedagogies in order to create a sense of community – that is, a sense of belonging to the place of school – and mutual nurturing between people and space in an attempt to transform how their Black males experienced school. Educators at Starks Middle School did this in order to subvert the failure narrative that describes negative schooling e…
Writing the Self: Black Queer Youth Challenge Heteronormative Ways of Being in an After-School Writing Club
Although contexts for writing have shifted in recent decades, traditional views tend to focus on and perpetuate standards-driven practices for “effective” writing. Literacy scholars have demonstrated the rich possibilities of the English language arts, and of queer-inclusive practices, but few have discussed how the writing of queer youth might disrupt heteronormativity and affirm gender and sexual diversity. Merging an expanded view of authentic…
The Status That Troubled Me: Re-Examining Work With Black Boys Through a Culturally Sustaining Pedagogical Framework
To understand how one participant “engage[s] in social action to solve problems,” this research utilizes critical narrative analysis to illustrate how researchers may re-enter into critical conversations with participants to interrupt deficit discourses used when describing the lives of Black male youth. This article analyzes the narrative of Teamer—a Black male from the urban south and former student of the researcher—alongside problematic and p…
Alternative Writing Worlds: The Possibilities of Personal Writing for Adolescent Writers
Through the teaching of writing, classrooms are potential sites to address personal power, welcome student ideas, and cultivate a culture of writing for many purposes. Writing that is personal invites students to explore and compose what is possible and to make connections between a subject and the self. Such writing requires a reimagining of writing instruction that recognizes the personal nature of all writing and how writing might be used to c…
Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students
Preview this article: Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students, Page 1 of 1 /docserver/preview/fulltext/rte/54/4/researchintheteachingofenglish30740-1.gif
Professor in residence model for queering the edges of school: A project in humanizing methodology and love
Through my work with Black youth, in the form of writing and literacy research, I have engaged with them on the edges of school. I joined students in hallways, offices, libraries, and lunch rooms to engage in dialogue with them about being and becoming. At the intersection of my conducting literacy research and being (queer, Black, female, mother, teacher, and scholar) on the edge of school is that literacy is crucial in subverting oppressive rac…
“It’s This Practice of Being With ”: A Kitchen-Table Talk on Queer and LGBTQ+ Educational Justice
This kitchen-table talk examines what queer and trans* ways of knowing, being, and doing offer to movements for educational justice. We begin by sharing artifacts that illuminate our relationship to queer and trans* justice in education, and from these personal experiences, we explore the tensions and possibilities of queer and trans* dis/embodied epistemologies, with particularly attention to the power of intergenerational coalition building. Ul…
‘Walk It Like I Talk It’: Storying Student-Facing Practices of a Teacher Educator
This narrative self-study utilizes storying as inquiry into narrative and as narrative inquiry, where story is both noun and verb, data and method, to describe what I learned from immersing myself in K-12 school communities to engage in student-facing practices. Through a series of storied cases describing my student-facing practices and reflexive analyses, I highlight key interactions and experiences that reveal how my active involvement in scho…
Sociology (8 works) · Gender Studies (7 works) · Pedagogy (7 works) · Psychology (6 works) · Critical Race Theory in Education (5 works) · Art (4 works) · Literacy, Media, and Education (4 works) · Gender Studies (3 works) · Literature (3 works) · Mathematics education (3 works)