Angie Zapata
Biographic Data
| ID | 5972096 |
|---|---|
| NAME | Angie Zapata |
| GIVEN NAMES | Angie |
| FAMILY NAME | Zapata |
| SIGNATURE | ZAPATA A |
| AFFILIATIONS | University of Missouri |
| ORCID | 0000-0003-0417-1336 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Humanizing Immigration and Refugee Experiences
How might immigration experiences be complexified and nuanced in elementary settings? This article highlights how fourth-grade students engaged in a picturebook exploration guided by a critical social educator, Kara, centered on immigration and refugee narratives for an integrated social studies and English language arts unit. The unit spanned ten days within the sixty-minute daily literature block. We show how Kara and her 19 students engaged in…
Teaching Justice-Oriented Picturebooks Through Collaborative Discussion and ‘Slow Looking’
Picturebooks have a long history as literature for literacy learning in initial teacher education (ITE) settings. Yet, the practice of “using” picturebooks solely to teach isolated skills becomes more alarming as pre-service teachers encounter classroom picturebook instruction that features diverse racial, linguistic, or ethnic communities as “plugged” into scripted curriculum without opportunities for students to respond to the socio-cultural po…
Leveraging the Malleable Language Ideologies of Children and Youth
Students draw on available discourses about language to make sense of language use in home, school, and community contexts. This study examines how small moves by teachers expand the language ideologies of children and youth. We bring together data from a study of elementary school children and a study of high school youth to examine shifts in students’ expressed language ideologies. We find that when teachers make space to talk about language us…
I Want Them to Feel Alegría”
In this article, the author explores rhetorical contextual languaging (as it relates to writing) as critical translingual assemblages of material ecologies↔affectual solidarities. Situated in the scholarship on critical translingual literacies, affect, and assemblage theory, two data‐theory intervals are featured as exemplars. Data are drawn from global sociopolitical movements and from one Midwest U.S. classroom of adolescent youth enacting mult…
In Dialogue
With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer D. Turner, and Angela M. Wiseman convened a group of critical multimodal scholars in April 2022 to initiate a national agenda that prioritizes the use of visual and multimodal methodologies to promote educational equity and racial justice for youth of color. Our conference gathering included Reka Barton, Darielle Blevins, Justin Coles, Autumn A. Griff…
Improvisational Teaching as Being With
The authors (two classroom teacher researchers and two university researchers) explore the potential of improvisational teaching for justice‐oriented literacy instruction with adolescent youths. In the aftermath of racial unrest and student activism at the University of Missouri and when faced with the emerging confusions among students in response to global humanitarian crises, the two teachers encountered tensions and emerging justice‐oriented …
Thinking with Race-Conscious Perspectives
The challenges of selecting and reading children’s literature about slavery have implications for the kinds of slavery narratives students internalize. Guiding principles for teachers’ critical selection of literature depicting slavery remain increasingly necessary as needed critical discussions of children’s literature with depictions of slavery grow and as broader scholarship of integrating diverse literature expands. In this article, we contri…
Because I’m Smooth”
As theorization of multimodal text processes and productions continues to outpace classroom practices, research that contributes understandings of how composers are living out multimodal processes is needed. In response, we turn to thinking with theory (Jackson & Mazzei, 2012) as both a methodological and an analytic approach to understand how multimodal composing processes and products come to be. We provide strategic sketches (Leander & Boldt, …
Thinking with Race-Conscious Perspectives
The challenges of selecting and reading children’s literature about slavery have implications for the kinds of slavery narratives students internalize. Guiding principles for teachers’ critical selection of literature depicting slavery remain increasingly necessary as needed critical discussions of children’s literature with depictions of slavery grow and as broader scholarship of integrating diverse literature expands. In this article, we contri…
I Want Them to Feel Alegría”
In this article, the author explores rhetorical contextual languaging (as it relates to writing) as critical translingual assemblages of material ecologies↔affectual solidarities. Situated in the scholarship on critical translingual literacies, affect, and assemblage theory, two data‐theory intervals are featured as exemplars. Data are drawn from global sociopolitical movements and from one Midwest U.S. classroom of adolescent youth enacting mult…
Because I’m Smooth”
As theorization of multimodal text processes and productions continues to outpace classroom practices, research that contributes understandings of how composers are living out multimodal processes is needed. In response, we turn to thinking with theory (Jackson & Mazzei, 2012) as both a methodological and an analytic approach to understand how multimodal composing processes and products come to be. We provide strategic sketches (Leander & Boldt, …
Improvisational Teaching as Being With
The authors (two classroom teacher researchers and two university researchers) explore the potential of improvisational teaching for justice‐oriented literacy instruction with adolescent youths. In the aftermath of racial unrest and student activism at the University of Missouri and when faced with the emerging confusions among students in response to global humanitarian crises, the two teachers encountered tensions and emerging justice‐oriented …
Thinking with Race-Conscious Perspectives
The challenges of selecting and reading children’s literature about slavery have implications for the kinds of slavery narratives students internalize. Guiding principles for teachers’ critical selection of literature depicting slavery remain increasingly necessary as needed critical discussions of children’s literature with depictions of slavery grow and as broader scholarship of integrating diverse literature expands. In this article, we contri…
In Dialogue
With funding from the American Educational Research Association (AERA), Marva Cappello, Jennifer D. Turner, and Angela M. Wiseman convened a group of critical multimodal scholars in April 2022 to initiate a national agenda that prioritizes the use of visual and multimodal methodologies to promote educational equity and racial justice for youth of color. Our conference gathering included Reka Barton, Darielle Blevins, Justin Coles, Autumn A. Griff…
Teaching Justice-Oriented Picturebooks Through Collaborative Discussion and ‘Slow Looking’
Picturebooks have a long history as literature for literacy learning in initial teacher education (ITE) settings. Yet, the practice of “using” picturebooks solely to teach isolated skills becomes more alarming as pre-service teachers encounter classroom picturebook instruction that features diverse racial, linguistic, or ethnic communities as “plugged” into scripted curriculum without opportunities for students to respond to the socio-cultural po…
Leveraging the Malleable Language Ideologies of Children and Youth
Students draw on available discourses about language to make sense of language use in home, school, and community contexts. This study examines how small moves by teachers expand the language ideologies of children and youth. We bring together data from a study of elementary school children and a study of high school youth to examine shifts in students’ expressed language ideologies. We find that when teachers make space to talk about language us…
I Want Them to Feel Alegría”
In this article, the author explores rhetorical contextual languaging (as it relates to writing) as critical translingual assemblages of material ecologies↔affectual solidarities. Situated in the scholarship on critical translingual literacies, affect, and assemblage theory, two data‐theory intervals are featured as exemplars. Data are drawn from global sociopolitical movements and from one Midwest U.S. classroom of adolescent youth enacting mult…
Humanizing Immigration and Refugee Experiences
How might immigration experiences be complexified and nuanced in elementary settings? This article highlights how fourth-grade students engaged in a picturebook exploration guided by a critical social educator, Kara, centered on immigration and refugee narratives for an integrated social studies and English language arts unit. The unit spanned ten days within the sixty-minute daily literature block. We show how Kara and her 19 students engaged in…
Sociology (6 works) · Pedagogy (5 works) · Psychology (5 works) · Critical Race Theory in Education (4 works) · Educator Training and Historical Pedagogy (4 works) · Political science (4 works) · Economic Justice (3 works) · Multilingual Education and Policy (3 works) · Art (2 works) · Improvisation (2 works)