Emily Machado
Biographic Data
| ID | 5180480 |
|---|---|
| NAME | Emily Machado |
| GIVEN NAMES | Emily |
| FAMILY NAME | Machado |
| SIGNATURE | MACHADO E |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0003-4013-1083 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Translingual Writing
Translingual writing is a theoretical and pedagogical approach that seeks to reframe understandings of linguistic difference in writing. Rooted in the field of composition studies, translingual perspectives build on efforts to acknowledge and value increasing linguistic diversity in writing classrooms and disrupt the monolingual ideologies on which writing instruction has often relied. Such perspectives encourage students to compose using a wide …
Toward a theory of transgressive classroom language
“I Would Catch Coronavirus as My Pet”
Context: In moments of social crisis, adults may wonder what to say to the young children in their care. Yet children are often already making meaning of and taking action on their worlds. In this qualitative case study of a virtual writing and art workshop, we sought to listen to young children’s play and composing about the COVID-19 pandemic and intersecting crises. Research Question: Drawing on critical childhood studies and Bakhtin’s carnival…
Dismantling Carceral Logics in the Urban Early Literacy Classroom
Although literacy can be a space for joy and criticality, urban early literacy classrooms are imbued with carceral logics, criminalizing young children along lines of race, disability, and language. To support teachers in enacting liberatory early literacy pedagogies, teacher educators must contend with the harm dominant literacy approaches can produce for multiply-marginalized young children. We describe how early literacy routines are (1) const…
So That I May Hope to Honor You”
Scholars of early childhood education have urged qualitative researchers to adapt their methods for use with young children. However, unjust social imaginations of childhood (e.g., who is considered a “child”) play out in qualitative research, particularly for young children who are made most vulnerable by intersecting oppressions (e.g., racism, linguicism, ableism). Extending Morrison’s metaphor of “the white gaze,” we argue that qualitative res…
I bring them here to tell their stories”
Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explore…
Teníamos Hilo, Teníamos Tela, y Hacíamos Cosas”
This study explores the translingual writing and making practices of bilingual mothers and their children in a library-based storytelling workshop, where writing and language were positioned as two of many materials that could be used to share stories. Situating this work within literature that positions libraries as "pockets of hope" for Latinx families and drawing on qualitative case study methods, we documented how mothers and their children c…
Rise Up, Hand in Hand”
Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored th…
DisCrit Literacies
In this participatory case study, we explored the critical literacy practices of early‐career early childhood teachers in a year‐long inquiry group, examining how they collectively read school as text through DisCrit literacies. Bridging literature from Disability Critical Race Theory (DisCrit) and critical literacies scholarship, DisCrit literacies involve practices of critically reading school itself as text and uncovering intersecting systems …
It Took Us a Long Time to Go Here”
Although growing numbers of children engage in transnational literacy practices in their homes and communities, these practices are rarely invited into the early literacy classroom, where teachers face increasing pressure to standardize instruction. In this qualitative, participatory case study, we examined how one early literacy teacher created space for young children to explore transnationalism within his primary‐level writers’ workshop. Drawi…
I Want to Be Pè Adedayo”
Preview this article: "I Want to Be Pè Adedayo": Young Children Enacting Resistance in/ through Translingual Writing about Their Names, Page 1 of 1 /docserver/preview/fulltext/rte/54/4/researchintheteachingofenglish30737-1.gif
Dismantling Carceral Logics in the Urban Early Literacy Classroom
Although literacy can be a space for joy and criticality, urban early literacy classrooms are imbued with carceral logics, criminalizing young children along lines of race, disability, and language. To support teachers in enacting liberatory early literacy pedagogies, teacher educators must contend with the harm dominant literacy approaches can produce for multiply-marginalized young children. We describe how early literacy routines are (1) const…
So That I May Hope to Honor You”
Scholars of early childhood education have urged qualitative researchers to adapt their methods for use with young children. However, unjust social imaginations of childhood (e.g., who is considered a “child”) play out in qualitative research, particularly for young children who are made most vulnerable by intersecting oppressions (e.g., racism, linguicism, ableism). Extending Morrison’s metaphor of “the white gaze,” we argue that qualitative res…
It Took Us a Long Time to Go Here”
Although growing numbers of children engage in transnational literacy practices in their homes and communities, these practices are rarely invited into the early literacy classroom, where teachers face increasing pressure to standardize instruction. In this qualitative, participatory case study, we examined how one early literacy teacher created space for young children to explore transnationalism within his primary‐level writers’ workshop. Drawi…
Teníamos Hilo, Teníamos Tela, y Hacíamos Cosas”
This study explores the translingual writing and making practices of bilingual mothers and their children in a library-based storytelling workshop, where writing and language were positioned as two of many materials that could be used to share stories. Situating this work within literature that positions libraries as "pockets of hope" for Latinx families and drawing on qualitative case study methods, we documented how mothers and their children c…
DisCrit Literacies
In this participatory case study, we explored the critical literacy practices of early‐career early childhood teachers in a year‐long inquiry group, examining how they collectively read school as text through DisCrit literacies. Bridging literature from Disability Critical Race Theory (DisCrit) and critical literacies scholarship, DisCrit literacies involve practices of critically reading school itself as text and uncovering intersecting systems …
Rise Up, Hand in Hand”
Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored th…
I Want to Be Pè Adedayo”
Preview this article: "I Want to Be Pè Adedayo": Young Children Enacting Resistance in/ through Translingual Writing about Their Names, Page 1 of 1 /docserver/preview/fulltext/rte/54/4/researchintheteachingofenglish30737-1.gif
It Took Us a Long Time to Go Here”
Although growing numbers of children engage in transnational literacy practices in their homes and communities, these practices are rarely invited into the early literacy classroom, where teachers face increasing pressure to standardize instruction. In this qualitative, participatory case study, we examined how one early literacy teacher created space for young children to explore transnationalism within his primary‐level writers’ workshop. Drawi…
DisCrit Literacies
In this participatory case study, we explored the critical literacy practices of early‐career early childhood teachers in a year‐long inquiry group, examining how they collectively read school as text through DisCrit literacies. Bridging literature from Disability Critical Race Theory (DisCrit) and critical literacies scholarship, DisCrit literacies involve practices of critically reading school itself as text and uncovering intersecting systems …
I bring them here to tell their stories”
Family literacy programs are potential spaces of empowerment for transnational families, yet often draw from deficit logics that fail to acknowledge the rich language and literacy practices of Latinx communities. We brought together theories of critical literacy and theories of mothering as critical work to document how transnational Latina mothers in an intergenerational storytelling workshop reshaped the space toward their own goals. We explore…
Teníamos Hilo, Teníamos Tela, y Hacíamos Cosas”
This study explores the translingual writing and making practices of bilingual mothers and their children in a library-based storytelling workshop, where writing and language were positioned as two of many materials that could be used to share stories. Situating this work within literature that positions libraries as "pockets of hope" for Latinx families and drawing on qualitative case study methods, we documented how mothers and their children c…
Rise Up, Hand in Hand”
Although writing is often used for personal reflection in teacher education, it is less commonly leveraged to imagine educational futures (Gilligan, 2020)—particularly those centered on collective liberation. Amid intersecting social crises, however, imagining futures is critically important (Ladson-Billings, 2021), and writing is a crucial step toward bringing them into the present. In this participatory case study (Reilly, 2010), we explored th…
Dismantling Carceral Logics in the Urban Early Literacy Classroom
Although literacy can be a space for joy and criticality, urban early literacy classrooms are imbued with carceral logics, criminalizing young children along lines of race, disability, and language. To support teachers in enacting liberatory early literacy pedagogies, teacher educators must contend with the harm dominant literacy approaches can produce for multiply-marginalized young children. We describe how early literacy routines are (1) const…
So That I May Hope to Honor You”
Scholars of early childhood education have urged qualitative researchers to adapt their methods for use with young children. However, unjust social imaginations of childhood (e.g., who is considered a “child”) play out in qualitative research, particularly for young children who are made most vulnerable by intersecting oppressions (e.g., racism, linguicism, ableism). Extending Morrison’s metaphor of “the white gaze,” we argue that qualitative res…
Translingual Writing
Translingual writing is a theoretical and pedagogical approach that seeks to reframe understandings of linguistic difference in writing. Rooted in the field of composition studies, translingual perspectives build on efforts to acknowledge and value increasing linguistic diversity in writing classrooms and disrupt the monolingual ideologies on which writing instruction has often relied. Such perspectives encourage students to compose using a wide …
Toward a theory of transgressive classroom language
“I Would Catch Coronavirus as My Pet”
Context: In moments of social crisis, adults may wonder what to say to the young children in their care. Yet children are often already making meaning of and taking action on their worlds. In this qualitative case study of a virtual writing and art workshop, we sought to listen to young children’s play and composing about the COVID-19 pandemic and intersecting crises. Research Question: Drawing on critical childhood studies and Bakhtin’s carnival…
Sociology (10 works) · Pedagogy (9 works) · Psychology (8 works) · Literacy (7 works) · Multilingual Education and Policy (7 works) · Literacy, Media, and Education (6 works) · Gender Studies (5 works) · Linguistics (5 works) · Political science (5 works) · Critical literacy (4 works)