Jessica Masterson
Biographic Data
| ID | 4619808 |
|---|---|
| NAME | Jessica Masterson |
| GIVEN NAMES | Jessica |
| FAMILY NAME | Masterson |
| SIGNATURE | MASTERSON J |
| AFFILIATIONS | Washington State University Vancouver |
| ORCID | 0000-0002-5233-0592 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Supporting foundational skills for adolescents with agency
Supporting foundational skills in adolescents such as word‐level knowledge, syntactic knowledge, and morphemic knowledge are indeed vital. However, these skills alone and in isolation are not enough and do not develop without supporting students' sense of agency during literacy instruction. In this commentary, the authors explore student agency and the teaching of foundational skills to create engaged and skilled adolescent readers and writers
Fostering spaces of healing and resistance
The Radical Role of Student Writing in Composition
Thirty-seven years after its initial publication, David Bartholomae's essay “Inventing the University” ([1986] 2005) remains indelible in the contemporary project and continual reinvention of composition studies. Indeed, the collected essays and vignettes featured in Inventing the Discipline: Student Work in Composition Studies—its title echoing Bartholomae's piece—pay deliberate homage to Bartholomae by reverently calling his piece “seminal,” “p…
Learning to teach in the 2020s
Submitting, resisting, and getting by
Our current political moment has raised critical questions surrounding the efficacy of public education to deliver on its promise of social uplift. This ethnographic case study utilizes Louis Althusser’s conception of ideology--which insists that the way to dismantle systemic injustice is first to recognize its imprint on our everyday actions--to examine the material practices of two high school remedial reading classes. Findings indicate the neg…
Literacies of Joy
In this article, the authors utilize Miranda Fricker's conception of epistemic injustice to reexamine racial inequities in public education through the lens of testimonial and hermeneutical injustices experienced by minoritized youth. Drawing on their lived experiences as BIPOC researchers and teacher educators, the authors delineate the concept of literacies of joy as a means to describe, document, and affirm minoritized youths' creative resista…
Critical Depictions of Agency in Pura Belpré Awarded Texts
Literacy as a Race, Students as Machines
Literacy learning is an ideological proposition, one that privileges certain forms of language and those who speak them above others. This qualitative study utilizes critical metaphor analysis () to examine the literacy ideologies at work in a secondary remedial reading class. By analyzing the speech of Mr. Baker, a seasoned remedial reading teacher, and his ninth-grade student Angelica, three dominant metaphors in the corpus are explored: READIN…
Reading in “Purgatory”
I detail findings from an ethnographic study of a high school remedial reading class, with a particular focus on students’ perceptions of what it means to be literate and how their mandatory enrollment in the course impacted their identities. Compounding students’ experiences was the existence of a high‐stakes reading examination that all students in the district must pass to graduate high school. Findings describe the contrast between school lit…
Disrupting Diversity Management
This article shows how diversity discourse and programming function as a dominant pedagogy by highlighting three commonplace approaches to diversity: as a defense to mitigate a problem, as a commodity to be collected, and as a threat to those in privileged positions. The authors intervene in these approaches by forwarding a difference-driven pedagogy, which seeks to foster movement toward the practice of deliberation, the recognition of differenc…
Fostering spaces of healing and resistance
Learning to teach in the 2020s
Literacies of Joy
In this article, the authors utilize Miranda Fricker's conception of epistemic injustice to reexamine racial inequities in public education through the lens of testimonial and hermeneutical injustices experienced by minoritized youth. Drawing on their lived experiences as BIPOC researchers and teacher educators, the authors delineate the concept of literacies of joy as a means to describe, document, and affirm minoritized youths' creative resista…
Reading in “Purgatory”
I detail findings from an ethnographic study of a high school remedial reading class, with a particular focus on students’ perceptions of what it means to be literate and how their mandatory enrollment in the course impacted their identities. Compounding students’ experiences was the existence of a high‐stakes reading examination that all students in the district must pass to graduate high school. Findings describe the contrast between school lit…
Disrupting Diversity Management
This article shows how diversity discourse and programming function as a dominant pedagogy by highlighting three commonplace approaches to diversity: as a defense to mitigate a problem, as a commodity to be collected, and as a threat to those in privileged positions. The authors intervene in these approaches by forwarding a difference-driven pedagogy, which seeks to foster movement toward the practice of deliberation, the recognition of differenc…
Critical Depictions of Agency in Pura Belpré Awarded Texts
Literacy as a Race, Students as Machines
Literacy learning is an ideological proposition, one that privileges certain forms of language and those who speak them above others. This qualitative study utilizes critical metaphor analysis () to examine the literacy ideologies at work in a secondary remedial reading class. By analyzing the speech of Mr. Baker, a seasoned remedial reading teacher, and his ninth-grade student Angelica, three dominant metaphors in the corpus are explored: READIN…
Reading in “Purgatory”
I detail findings from an ethnographic study of a high school remedial reading class, with a particular focus on students’ perceptions of what it means to be literate and how their mandatory enrollment in the course impacted their identities. Compounding students’ experiences was the existence of a high‐stakes reading examination that all students in the district must pass to graduate high school. Findings describe the contrast between school lit…
Submitting, resisting, and getting by
Our current political moment has raised critical questions surrounding the efficacy of public education to deliver on its promise of social uplift. This ethnographic case study utilizes Louis Althusser’s conception of ideology--which insists that the way to dismantle systemic injustice is first to recognize its imprint on our everyday actions--to examine the material practices of two high school remedial reading classes. Findings indicate the neg…
Literacies of Joy
In this article, the authors utilize Miranda Fricker's conception of epistemic injustice to reexamine racial inequities in public education through the lens of testimonial and hermeneutical injustices experienced by minoritized youth. Drawing on their lived experiences as BIPOC researchers and teacher educators, the authors delineate the concept of literacies of joy as a means to describe, document, and affirm minoritized youths' creative resista…
The Radical Role of Student Writing in Composition
Thirty-seven years after its initial publication, David Bartholomae's essay “Inventing the University” ([1986] 2005) remains indelible in the contemporary project and continual reinvention of composition studies. Indeed, the collected essays and vignettes featured in Inventing the Discipline: Student Work in Composition Studies—its title echoing Bartholomae's piece—pay deliberate homage to Bartholomae by reverently calling his piece “seminal,” “p…
Learning to teach in the 2020s
Supporting foundational skills for adolescents with agency
Supporting foundational skills in adolescents such as word‐level knowledge, syntactic knowledge, and morphemic knowledge are indeed vital. However, these skills alone and in isolation are not enough and do not develop without supporting students' sense of agency during literacy instruction. In this commentary, the authors explore student agency and the teaching of foundational skills to create engaged and skilled adolescent readers and writers
Fostering spaces of healing and resistance
Pedagogy (8 works) · Psychology (8 works) · Sociology (8 works) · Mathematics education (6 works) · Critical Race Theory in Education (5 works) · Literacy, Media, and Education (4 works) · Gender Studies (3 works) · Literacy (3 works) · Politics (3 works) · Remedial education (3 works)