Ankhi Thakurta
Biographic Data
| ID | 6007773 |
|---|---|
| NAME | Ankhi Thakurta |
| GIVEN NAMES | Ankhi |
| FAMILY NAME | Thakurta |
| SIGNATURE | THAKURTA A |
| AFFILIATIONS | Boston College |
| ORCID | 0000-0002-4773-519X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Creative Civic Literacies: Exploring Asian Girls' Compositions in a Virtual Diasporic Third Space
Drawing on sociocultural literacy, Asian American feminist and third space lenses, this paper explores how nine US‐based Asian diasporic girls composed for civic learning in a virtual Youth Participatory Action Research (YPAR) program. It examines how, in this Asian girl and woman‐centric diasporic third space, girls mobilized creative civic literacies. These were composing practices and texts that emerged from their everyday knowledge‐building a…
Situated speculation: A cross-case analysis of youths’ processes of composing civic futures
This article presents a cross-case analysis of youths’ processes of composing civic futures. Our data was generated across two research sites—an out-of-school critical civic inquiry community of urban Indonesian American girls, and an online role-playing game community of white, suburban boys. Curious to trace how collaborative practices of civic meaning-making and dreaming were informed by youths’ situated contexts and knowledge, we ask: How did…
Civic Compositional Literacies of Indonesian American Girlhood
This paper examines how, in a virtual critical literacy community, Indonesian American girls took up invitations for civic composing. While these young women face intersecting barriers in the White supremacist, heteropatriarchal, and anti-Asian public sphere, scant research has considered how they use composing as a tool to navigate those oppressions in critical literacy spaces. This paper thus foregrounds three focal girls’ “civic compositional …
“What Keeps Me Standing”: Asian American Girls Theorize and Inhabit Public Life Through Multiple Literacies
Asian American girls face intersectional barriers to belonging in public life—that is, in the formal and informal domains of the civic community. However, scant research has explored how education can support their civic meaning-making and learning. Drawing on AsianCrit and Girl of Color literacies perspectives, this article addresses this gap by tracing how eight Indonesian American girls explored the arena of public life in a virtual out-of-sch…
What Do We Want Our Book to Look Like?”: Reimagining the Academic Writing Process Through Community‐Centered Composing
This study explores how a team of university and youth co‐researchers collaboratively inquired into, and participated in, the process of writing for educational change. We refer to the collective literate processes through which researchers worked to center community priorities in academic writing as community‐centered composing. We document how our writing group negotiated tensions related to the form, content, and audience of our collaborative …
Inquiring into belonging: A practitioner study of South Asian international students’ experiences in U.S. higher education
Purpose This paper aims to examine how South Asian international students conceptualize their belonging in US higher education. As these learners increasingly enter colleges and universities, exploring their educational experiences is necessary for constructing campuses that amplify their belonging. Design/methodology/approach The authors used practitioner methods to facilitate an inquiry community in which South Asian international students expl…
Civic Place Literacies: Tracing Urban Migrant Girls' Democratic Meaning‐Making Through Virtual Transnational Practitioner Research
Historically marginalized youth shape public life through civic literacies that are rooted in their identities and experiences with systemic injustices. Literacy scholarship has accordingly traced how practitioner inquiry, a participatory approach to knowledge production, can educationally support the flourishing of these literacies. But while marginalized youth negotiate public life across multiple national contexts of inequality, this research …
Globally Marginalized People Shifting Temporalities Through Arts-Based Methodologies in Educational Research
This multimodal essay represents the authors’ meditations on the power and potential of arts-based methodologies that attend to the creative traditions of Globally Marginalized People (GMP). We consider how engaging our own breadth of literacies, cultural wealth, and wells of embodied and experiential knowledges informs our research and praxis. Specifically, we investigate how harnessing these ways of knowing and being enables temporal shifting t…
Community-Based Research with Immigrant Families: Sustaining an Intellectual Commons of Care, Resistance, and Solidarity in an Urban Intensive Context
This article draws from a decade-long community-based research partnership oriented toward learning from and supporting immigrant youth and families as they advocate for themselves in the face of educational inequity. In particular, we focus on examining the trajectory and insights of the partnership in light of ongoing educational, health, and sociopolitical crises during the pandemic and the racial uprisings against police violence. We sought t…
The Door Was Always There”: Transnational Youth Leveraging Their Multiliteracies for Civic Justice
In this practitioner research study, I explored how a pedagogy of multiliteracies supported the civic learning of eight middle and high school Indonesian American youth in a summer literacy program. Tracing how transnational youth face barriers to civic learning and engagement in times of rising inequality and xenophobia, I analyzed the ways in which program participants engaged with a curriculum featuring discussions of contemporary civic issues…
Civic Place Literacies: Tracing Urban Migrant Girls' Democratic Meaning‐Making Through Virtual Transnational Practitioner Research
Historically marginalized youth shape public life through civic literacies that are rooted in their identities and experiences with systemic injustices. Literacy scholarship has accordingly traced how practitioner inquiry, a participatory approach to knowledge production, can educationally support the flourishing of these literacies. But while marginalized youth negotiate public life across multiple national contexts of inequality, this research …
Community-Based Research with Immigrant Families: Sustaining an Intellectual Commons of Care, Resistance, and Solidarity in an Urban Intensive Context
This article draws from a decade-long community-based research partnership oriented toward learning from and supporting immigrant youth and families as they advocate for themselves in the face of educational inequity. In particular, we focus on examining the trajectory and insights of the partnership in light of ongoing educational, health, and sociopolitical crises during the pandemic and the racial uprisings against police violence. We sought t…
The Door Was Always There”: Transnational Youth Leveraging Their Multiliteracies for Civic Justice
In this practitioner research study, I explored how a pedagogy of multiliteracies supported the civic learning of eight middle and high school Indonesian American youth in a summer literacy program. Tracing how transnational youth face barriers to civic learning and engagement in times of rising inequality and xenophobia, I analyzed the ways in which program participants engaged with a curriculum featuring discussions of contemporary civic issues…
Globally Marginalized People Shifting Temporalities Through Arts-Based Methodologies in Educational Research
This multimodal essay represents the authors’ meditations on the power and potential of arts-based methodologies that attend to the creative traditions of Globally Marginalized People (GMP). We consider how engaging our own breadth of literacies, cultural wealth, and wells of embodied and experiential knowledges informs our research and praxis. Specifically, we investigate how harnessing these ways of knowing and being enables temporal shifting t…
Community-Based Research with Immigrant Families: Sustaining an Intellectual Commons of Care, Resistance, and Solidarity in an Urban Intensive Context
This article draws from a decade-long community-based research partnership oriented toward learning from and supporting immigrant youth and families as they advocate for themselves in the face of educational inequity. In particular, we focus on examining the trajectory and insights of the partnership in light of ongoing educational, health, and sociopolitical crises during the pandemic and the racial uprisings against police violence. We sought t…
“What Keeps Me Standing”: Asian American Girls Theorize and Inhabit Public Life Through Multiple Literacies
Asian American girls face intersectional barriers to belonging in public life—that is, in the formal and informal domains of the civic community. However, scant research has explored how education can support their civic meaning-making and learning. Drawing on AsianCrit and Girl of Color literacies perspectives, this article addresses this gap by tracing how eight Indonesian American girls explored the arena of public life in a virtual out-of-sch…
What Do We Want Our Book to Look Like?”: Reimagining the Academic Writing Process Through Community‐Centered Composing
This study explores how a team of university and youth co‐researchers collaboratively inquired into, and participated in, the process of writing for educational change. We refer to the collective literate processes through which researchers worked to center community priorities in academic writing as community‐centered composing. We document how our writing group negotiated tensions related to the form, content, and audience of our collaborative …
Inquiring into belonging: A practitioner study of South Asian international students’ experiences in U.S. higher education
Purpose This paper aims to examine how South Asian international students conceptualize their belonging in US higher education. As these learners increasingly enter colleges and universities, exploring their educational experiences is necessary for constructing campuses that amplify their belonging. Design/methodology/approach The authors used practitioner methods to facilitate an inquiry community in which South Asian international students expl…
Civic Place Literacies: Tracing Urban Migrant Girls' Democratic Meaning‐Making Through Virtual Transnational Practitioner Research
Historically marginalized youth shape public life through civic literacies that are rooted in their identities and experiences with systemic injustices. Literacy scholarship has accordingly traced how practitioner inquiry, a participatory approach to knowledge production, can educationally support the flourishing of these literacies. But while marginalized youth negotiate public life across multiple national contexts of inequality, this research …
Creative Civic Literacies: Exploring Asian Girls' Compositions in a Virtual Diasporic Third Space
Drawing on sociocultural literacy, Asian American feminist and third space lenses, this paper explores how nine US‐based Asian diasporic girls composed for civic learning in a virtual Youth Participatory Action Research (YPAR) program. It examines how, in this Asian girl and woman‐centric diasporic third space, girls mobilized creative civic literacies. These were composing practices and texts that emerged from their everyday knowledge‐building a…
Situated speculation: A cross-case analysis of youths’ processes of composing civic futures
This article presents a cross-case analysis of youths’ processes of composing civic futures. Our data was generated across two research sites—an out-of-school critical civic inquiry community of urban Indonesian American girls, and an online role-playing game community of white, suburban boys. Curious to trace how collaborative practices of civic meaning-making and dreaming were informed by youths’ situated contexts and knowledge, we ask: How did…
Civic Compositional Literacies of Indonesian American Girlhood
This paper examines how, in a virtual critical literacy community, Indonesian American girls took up invitations for civic composing. While these young women face intersecting barriers in the White supremacist, heteropatriarchal, and anti-Asian public sphere, scant research has considered how they use composing as a tool to navigate those oppressions in critical literacy spaces. This paper thus foregrounds three focal girls’ “civic compositional …
Sociology (7 works) · Critical Race Theory in Education (6 works) · Pedagogy (5 works) · Political science (5 works) · Global Education and Multiculturalism (4 works) · Literacy (4 works) · Literacy, Media, and Education (4 works) · Psychology (4 works) · Democracy (3 works) · Educator Training and Historical Pedagogy (3 works)