Jon M Wargo
Biographic Data
| ID | 657826 |
|---|---|
| NAME | Jon M Wargo |
| GIVEN NAMES | Jon M |
| FAMILY NAME | Wargo |
| SIGNATURE | WARGO J M |
| AFFILIATIONS | Boston College |
| ORCID | 0000-0001-9100-9091 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 4 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
In “screams and shouts” and “signs and symbols”: Noticing young children's transformations of embodied knowing in a pre-K STEM + Arts unit
Knowledge as justice: Examining the for-s, in-s, and of-s of an antibias, anti-racist teacher inquiry group
This article examines how five white elementary educators learned to teach for justice in a yearlong inquiry community committed to antibias, antiracist (ABAR) pedagogy. Through inductive and deductive analyses of inquiry group sessions, semi-structured interviews, and class observations, the authors identify the material and ideological dimensions that shaped and constrained teachers’ approaches to justice-oriented work in a pre-K–8 Catholic Sch…
Atmospheric approaches to mobile media: Reconceptualizing youth – smartphone relations
Drawing on Celia Lury’s methodological concept of problem spaces, which highlights how conceptual frameworks shape the constitution of problems, this article critically argues that current education research on youth–smartphone relations is limited by the problem formulations it inherits from current policy. These formulations predominantly focus on behaviour, attention, well-being, and academic performance, producing a risk/benefit discourse tha…
Contingent Contradictions and the (Il)Logics of Adolescence: Examining How Undergraduates in an LGBTQ + Young Adult Literature Course Read Queer Youth
This article explores how undergraduate students enrolled in a postsecondary course centering LGBTQ+ young adult literature came to discursively construct notions of queer youth. Braiding postdevelopmental and poststructural theories of childhood with queer theory, we interrogated how what we name as the (il)logics of adolescence shaped who and what queer youth, as a construct, was and could be for participants. Reading across classroom artifacts…
Making Justice‐Oriented Futures From a Censored Past: Reanimating the Racio‐Religious Specters Haunting a Research–Practice Partnership in English Language Arts
This article explores how eight white teachers engaging in a two‐year anti‐bias, antiracist research–practice partnership with the aims of forwarding justice‐oriented English language arts came to name, recognize, and respond to curricular censorship and community controversy at their pre‐K–8 Catholic school in the Northeastern United States. Braiding theories of hauntology with conceptualizations of white Christian nationalism, we interrogated h…
Code-switching queer controversy: Pre-K-8 educators’ perceptions of LGBT-inclusive policy framing
This paper uses sensemaking theory and frame analysis to examine how a non-system actor’s framing for advancing LGBT inclusion, what they called code-switching, was taken up. Drawing on qualitative interview data generated as part of a larger mixed-methods study, this article examines the material and ideological affordances and constraints of elementary educators implementing the Inclusive Curriculum Law in Illinois (House Bill 246), a law promo…
Pinkwashing Picturebooks: Reading Homonational Heroes Through Contemporary US LGBTQ + Biographies
Queer Civics, Hermeneutical Injustice, and the Cis‐Straight Nation‐State: Reading the Illusion of LGBTQ + Inclusion through the (Queer) Child
In this article, James Joshua Coleman and Jon Wargo interrogate the (queer) child as a concept and specter that haunts civic life in the United States. Whereas scholars across a range of fields and standpoints have questioned the value of LGBTQ+ inclusion in public school curricula, and society more broadly, together Coleman and Wargo wonder at the capacity of civics education to include queer (as opposed to LGBTQ+) citizens within the cis‐straig…
(Re)reading the room: The literacies of escape rooms
Building a more comprehensive understanding of gaming literacies, this article explores the kinds of literacy practices that emerge through participation and play within escape rooms. Based on a dataset of video recordings of participant interactions within an escape room, we perform side-by-side analyses of play based on two theoretical perspectives. In so doing, we propose alternative apparatuses for analyzing the gaming literacy practices and …
Encountering unnatural E-literature: Tracing interpretation and relationality across multimodal response and digital annotation
The emergence of e-literature – texts created on and for digital devices – has coincided with innovative, transgressive methods of storytelling. Pry, an iOS-based text, exemplifies e-literature’s potential to rethink traditional narrative conventions. Rather than depict the real-world as we experience it (i.e. mimesis), Pry features metaleptic elements (i.e. jarring transgressions across narrative levels) and unnatural temporality (i.e. nonlinear…
Sounding escape: Examining the sonic contours of play and story in The Author’s Enigma
This article draws on video data from a larger empirical project tracing how five adults learned to escape a series of complex multi-linear escape rooms. Zeroing in one room, The Author’s Enigma, it interrogates sound as a design feature and more-than-representational resource that co-produced play. Refracted through more conceptual and methodological conversations concerning the sonic, analyses highlight how sound mediated participant interactio…
Gendered Genius Hour: Tracing Young Children’s Uptake of Expert across the Nexus of Personal Digital Inquiry
Drawing on data from a yearlong qualitative study examining how children in a multi-age (6-9 years) classroom utilized technology to write across genres, this article examines the gendered negotiation and discursive uptake of expert in early childhood writing. Zeroing in on genius hour as a “site of engagement,” the author thinks with rhetorical genre studies and mediated discourse analysis to examine how four second-grade writers positioned them…
Fabricating response: Preservice elementary teachers remediating response to The Circuit through 3D printing and design
Building on sociocultural theories of literacy learning, in this article, we think at the intersection of reader response theory and multimodal literacies to examine how 13 preservice teachers in the course Teaching Social Sciences Through the Arts remediated responses to Francisco Jiménez’s The Circuit: Stories From the Life of a Migrant Child through additive manufacturing (i.e. 3D printing) and arts-integrated making. Through qualitative analy…
Collison, Connection, and Conflict? Writing (Righting) Community Amid Covid‐19
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Remaking Community With Art
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Orienting Our Ears to Community: Examining Adult‐Produced Field Recordings of a Living‐Learning Community
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Sound” civics, heard histories: A critical case of young children mobilizing digital media to write (right) injustice
Drawing on data from a multi-sited study examining making and makerspace technologies’ impact on early social studies education, this article explores how two 1st-grade children mobilized digital media to write (right) a personal issue of geo-civic injustice. Using speculative civic literacies and sound studies as conceptual tools to interrogate young children’s making as civic action, it asks: How do two young students and their teachers discurs…
Sound, Sentience, and Schooling: Writing the Field Recording in Educational Ethnography
This article examines how sound-as a medium, method, and modality-attunes educational ethnographers to writing the "field" in new ways. In particular, the authors ask: How might cultivating practices of writing the field recording reorient the field note as an ethnographic object of inquiry? Examining the field recording as a representational, experimental, and pedagogical resource for prolonging encounters, this article reframes inquiry to disru…
Building Student Awareness of Literacy Practices: Anthropological Perspectives
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Developing the language to immigrate: Immigration Discourses in the lives of Mexican immigrant youth
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
What Constitutes Community? Ethnographic Perspectives on Adolescent and Adult Literacy Practice
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Data's (In)Humanism: Re/presentations of State, Institutions, and Practices in Contemporary Educational Re/search
This article addresses how researchers have drawn from qualitative methods when engaging with/in liminal populations, with a focus on historically marginalized populations and their rhetorical and material (dis)placement. As scholars housed within distinct domains of educational scholarship, we embrace this opportunity to "think-with-theory" and collaborate across methodological and theoretical differences. Ecologies of liminal (in)humanisms are …
Be(com)ing "In-Resonance-With" Research: Improvising a Postintentional Phenomenology Through Sound and Sonic Composition
Scholarship in postqualitative research has long examined the constructs of orientation and experimentation. How do we come to know and name experience? How do we value its matter as a form of mattering. Combining perspectives from phenomenology, feminist new materialisms, and sound studies, this article traces the intra-active encounters of the Museum of Contemporary Art-Detroit's (MoCAD) performance of John Cage's "How to Get Started." Reading …
Examining the Making and Movement of Speculative “Withness” in Young Children’s A/r/tographic Collage
Mobilizing a/r/tographic inquiry with young children, this article focuses on a series of research-creation events to examine the making and movement of speculative “withness” inherent in creative production. Thinking with theories of posthumanism and visual studies, it diffractively reads across young children’s making to refashion Szarkowski’s elements of photography ( the thing, the detail, the frame, time, and vantage point ) as a/r/tographic…
Between an iPhone and a safe space: Tracing desire in connective (auto)ethnographic research with LGBTQ youth
Reflecting on data from a longitudinal connective ethnographic study exploring how six lesbian, gay, bisexual, transgender, and queer (LGBTQ) youths mobilized digital literacies to write against injustice, this article uses autoethnographic methods to trace desire as a co-constructed text in qualitative research. More specifically, it complicates how desire – the affective and at times seductive insistence of the body – is always already an inter…
Writing With Wearables? Young Children’s Intra-Active Authoring and the Sounds of Emplaced Invention
Drawing upon conceptual approaches in sound studies, posthuman literacies, and new materialisms, this article highlights how writing for young learners is always already an emplaced invention of withness. Zeroing in on a diffractive experiment of young children reauthoring Showers’s picture book, The Listening Walk, this study charts how the withness of writing is a communicative project that is all at once elliptical, relational, and coexistent.…
Be(com)ing "In-Resonance-With" Research: Improvising a Postintentional Phenomenology Through Sound and Sonic Composition
Scholarship in postqualitative research has long examined the constructs of orientation and experimentation. How do we come to know and name experience? How do we value its matter as a form of mattering. Combining perspectives from phenomenology, feminist new materialisms, and sound studies, this article traces the intra-active encounters of the Museum of Contemporary Art-Detroit's (MoCAD) performance of John Cage's "How to Get Started." Reading …
Earwitnessing (In)Equity: Tracing the Intra-Active Encounters of 'Being-in-Resonance-With' Sound and the Social Contexts of Education
Tracing the acoustic ecologies of urban education through a topography of phenomena, this article considers how sound operates as more than paratext to the institutional structures, forms, and mechanisms of teaching and learning. Combining perspectives from phenomenology, feminist new materialisms, and sound studies, the article traces the intra-active encounters and potential tensions in using sound as a locating mechanism to "earwitness" (in)eq…
Sound” civics, heard histories: A critical case of young children mobilizing digital media to write (right) injustice
Drawing on data from a multi-sited study examining making and makerspace technologies’ impact on early social studies education, this article explores how two 1st-grade children mobilized digital media to write (right) a personal issue of geo-civic injustice. Using speculative civic literacies and sound studies as conceptual tools to interrogate young children’s making as civic action, it asks: How do two young students and their teachers discurs…
Between an iPhone and a safe space: Tracing desire in connective (auto)ethnographic research with LGBTQ youth
Reflecting on data from a longitudinal connective ethnographic study exploring how six lesbian, gay, bisexual, transgender, and queer (LGBTQ) youths mobilized digital literacies to write against injustice, this article uses autoethnographic methods to trace desire as a co-constructed text in qualitative research. More specifically, it complicates how desire – the affective and at times seductive insistence of the body – is always already an inter…
Sound, Sentience, and Schooling: Writing the Field Recording in Educational Ethnography
This article examines how sound-as a medium, method, and modality-attunes educational ethnographers to writing the "field" in new ways. In particular, the authors ask: How might cultivating practices of writing the field recording reorient the field note as an ethnographic object of inquiry? Examining the field recording as a representational, experimental, and pedagogical resource for prolonging encounters, this article reframes inquiry to disru…
Lights! Cameras! Genders? Interrupting Hate through Classroom Tinkering, Digital Media Production and [Q]ulturally Sustaining Arts-Based Inquiry
Working to combat, speak back to, and shift discourses concerning issues of genders, sexuality/ies, and lesbian, gay, bisexual, transgender, queer, and 2-spirit (LGBTQ2) identities in school classrooms and curriculum, this article highlights the capacity in building more inclusive elementary classroom spaces through tinkering in teacher education. By operationalizing scenes of [q]ulturally sustaining discovery, it theoretically sheds light on how…
Data's (In)Humanism: Re/presentations of State, Institutions, and Practices in Contemporary Educational Re/search
This article addresses how researchers have drawn from qualitative methods when engaging with/in liminal populations, with a focus on historically marginalized populations and their rhetorical and material (dis)placement. As scholars housed within distinct domains of educational scholarship, we embrace this opportunity to "think-with-theory" and collaborate across methodological and theoretical differences. Ecologies of liminal (in)humanisms are …
“Every selfie tells a story …”: LGBTQ youth lifestreams and new media narratives as connective identity texts
Drawing from a subset of data from a multi-year connective ethnographic study with lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth, this article explores the scriptural counter-economy of composing new media narratives across online/offline contexts. Combining theoretical constructs from “multi-” literacy studies alongside visual and textual analysis, this article describes the influences of Web 2.0 technologies and photo-based compo…
(Re)educating the senses to multicultural communities: Prospective teachers using digital media and sonic cartography to listen for culture
Attuning to the acoustic ecologies of multicultural education, this critical qualitative project interrogated how elementary prospective teachers (PST) used digital media to write community through and with sound. Examining PST produced soundscapes and the practice of sonic cartography, this study inquired how hearing difference and listening to community re-educated the senses towards issues of difference, belonging, and multiculturalism. Findin…
SoundingOutMySilence: Reading a LGBTQ Youth's Sonic Cartography as Multimodal (Counter)Storytelling
By partnering theoretical insights from multiliteracies, queer phenomenology, and sound studies, this article underscores sound's capacity as a resource for adolescent multimodal writing. Refracted through a singular LGBTQ youth's practice of sonic cartography, the practice of mapping narrative through sound, the author articulates how sound came to impact the student's multiliterate practice and expression. Findings suggest that sonic cartograph…
Writing With Wearables? Young Children’s Intra-Active Authoring and the Sounds of Emplaced Invention
Drawing upon conceptual approaches in sound studies, posthuman literacies, and new materialisms, this article highlights how writing for young learners is always already an emplaced invention of withness. Zeroing in on a diffractive experiment of young children reauthoring Showers’s picture book, The Listening Walk, this study charts how the withness of writing is a communicative project that is all at once elliptical, relational, and coexistent.…
Earwitnessing (In)Equity: Tracing the Intra-Active Encounters of 'Being-in-Resonance-With' Sound and the Social Contexts of Education
Tracing the acoustic ecologies of urban education through a topography of phenomena, this article considers how sound operates as more than paratext to the institutional structures, forms, and mechanisms of teaching and learning. Combining perspectives from phenomenology, feminist new materialisms, and sound studies, the article traces the intra-active encounters and potential tensions in using sound as a locating mechanism to "earwitness" (in)eq…
Examining the Making and Movement of Speculative “Withness” in Young Children’s A/r/tographic Collage
Mobilizing a/r/tographic inquiry with young children, this article focuses on a series of research-creation events to examine the making and movement of speculative “withness” inherent in creative production. Thinking with theories of posthumanism and visual studies, it diffractively reads across young children’s making to refashion Szarkowski’s elements of photography ( the thing, the detail, the frame, time, and vantage point ) as a/r/tographic…
Between an iPhone and a safe space: Tracing desire in connective (auto)ethnographic research with LGBTQ youth
Reflecting on data from a longitudinal connective ethnographic study exploring how six lesbian, gay, bisexual, transgender, and queer (LGBTQ) youths mobilized digital literacies to write against injustice, this article uses autoethnographic methods to trace desire as a co-constructed text in qualitative research. More specifically, it complicates how desire – the affective and at times seductive insistence of the body – is always already an inter…
Lights! Cameras! Genders? Interrupting Hate through Classroom Tinkering, Digital Media Production and [Q]ulturally Sustaining Arts-Based Inquiry
Working to combat, speak back to, and shift discourses concerning issues of genders, sexuality/ies, and lesbian, gay, bisexual, transgender, queer, and 2-spirit (LGBTQ2) identities in school classrooms and curriculum, this article highlights the capacity in building more inclusive elementary classroom spaces through tinkering in teacher education. By operationalizing scenes of [q]ulturally sustaining discovery, it theoretically sheds light on how…
Building Student Awareness of Literacy Practices: Anthropological Perspectives
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Developing the language to immigrate: Immigration Discourses in the lives of Mexican immigrant youth
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
What Constitutes Community? Ethnographic Perspectives on Adolescent and Adult Literacy Practice
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Data's (In)Humanism: Re/presentations of State, Institutions, and Practices in Contemporary Educational Re/search
This article addresses how researchers have drawn from qualitative methods when engaging with/in liminal populations, with a focus on historically marginalized populations and their rhetorical and material (dis)placement. As scholars housed within distinct domains of educational scholarship, we embrace this opportunity to "think-with-theory" and collaborate across methodological and theoretical differences. Ecologies of liminal (in)humanisms are …
Be(com)ing "In-Resonance-With" Research: Improvising a Postintentional Phenomenology Through Sound and Sonic Composition
Scholarship in postqualitative research has long examined the constructs of orientation and experimentation. How do we come to know and name experience? How do we value its matter as a form of mattering. Combining perspectives from phenomenology, feminist new materialisms, and sound studies, this article traces the intra-active encounters of the Museum of Contemporary Art-Detroit's (MoCAD) performance of John Cage's "How to Get Started." Reading …
Collison, Connection, and Conflict? Writing (Righting) Community Amid Covid‐19
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Remaking Community With Art
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Orienting Our Ears to Community: Examining Adult‐Produced Field Recordings of a Living‐Learning Community
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice
Sound” civics, heard histories: A critical case of young children mobilizing digital media to write (right) injustice
Drawing on data from a multi-sited study examining making and makerspace technologies’ impact on early social studies education, this article explores how two 1st-grade children mobilized digital media to write (right) a personal issue of geo-civic injustice. Using speculative civic literacies and sound studies as conceptual tools to interrogate young children’s making as civic action, it asks: How do two young students and their teachers discurs…
Sound, Sentience, and Schooling: Writing the Field Recording in Educational Ethnography
This article examines how sound-as a medium, method, and modality-attunes educational ethnographers to writing the "field" in new ways. In particular, the authors ask: How might cultivating practices of writing the field recording reorient the field note as an ethnographic object of inquiry? Examining the field recording as a representational, experimental, and pedagogical resource for prolonging encounters, this article reframes inquiry to disru…
Encountering unnatural E-literature: Tracing interpretation and relationality across multimodal response and digital annotation
The emergence of e-literature – texts created on and for digital devices – has coincided with innovative, transgressive methods of storytelling. Pry, an iOS-based text, exemplifies e-literature’s potential to rethink traditional narrative conventions. Rather than depict the real-world as we experience it (i.e. mimesis), Pry features metaleptic elements (i.e. jarring transgressions across narrative levels) and unnatural temporality (i.e. nonlinear…
Sounding escape: Examining the sonic contours of play and story in The Author’s Enigma
This article draws on video data from a larger empirical project tracing how five adults learned to escape a series of complex multi-linear escape rooms. Zeroing in one room, The Author’s Enigma, it interrogates sound as a design feature and more-than-representational resource that co-produced play. Refracted through more conceptual and methodological conversations concerning the sonic, analyses highlight how sound mediated participant interactio…
Gendered Genius Hour: Tracing Young Children’s Uptake of Expert across the Nexus of Personal Digital Inquiry
Drawing on data from a yearlong qualitative study examining how children in a multi-age (6-9 years) classroom utilized technology to write across genres, this article examines the gendered negotiation and discursive uptake of expert in early childhood writing. Zeroing in on genius hour as a “site of engagement,” the author thinks with rhetorical genre studies and mediated discourse analysis to examine how four second-grade writers positioned them…
Fabricating response: Preservice elementary teachers remediating response to The Circuit through 3D printing and design
Building on sociocultural theories of literacy learning, in this article, we think at the intersection of reader response theory and multimodal literacies to examine how 13 preservice teachers in the course Teaching Social Sciences Through the Arts remediated responses to Francisco Jiménez’s The Circuit: Stories From the Life of a Migrant Child through additive manufacturing (i.e. 3D printing) and arts-integrated making. Through qualitative analy…
(Re)reading the room: The literacies of escape rooms
Building a more comprehensive understanding of gaming literacies, this article explores the kinds of literacy practices that emerge through participation and play within escape rooms. Based on a dataset of video recordings of participant interactions within an escape room, we perform side-by-side analyses of play based on two theoretical perspectives. In so doing, we propose alternative apparatuses for analyzing the gaming literacy practices and …
Code-switching queer controversy: Pre-K-8 educators’ perceptions of LGBT-inclusive policy framing
This paper uses sensemaking theory and frame analysis to examine how a non-system actor’s framing for advancing LGBT inclusion, what they called code-switching, was taken up. Drawing on qualitative interview data generated as part of a larger mixed-methods study, this article examines the material and ideological affordances and constraints of elementary educators implementing the Inclusive Curriculum Law in Illinois (House Bill 246), a law promo…
Pinkwashing Picturebooks: Reading Homonational Heroes Through Contemporary US LGBTQ + Biographies
Sociology (26 works) · Psychology (21 works) · Pedagogy (17 works) · Literacy, Media, and Education (16 works) · Art (13 works) · Visual arts (9 works) · Aesthetics (8 works) · Critical Race Theory in Education (8 works) · Linguistics (8 works) · Queer (8 works)