Re-imagining Social Futures

Bi/Multilingual Youths’ Sociocritical Literacies

Bibliographic Data

ID7177376
AuthorsMariana Pacheco (0000-0001-5290-611X, University of Wisconsin–Madison, corresponding author), Taucia González (0000-0002-9691-9614, University of Arizona), Na Lor (Teachers College of Columbia University), Joo Hee Hong, Joan J Hong (0009-0004-5315-5310, University of Maryland, College Park), Kate Roberts (0000-0003-3489-7007, University of Wisconsin–Madison)
Year2025
Volume57
Issue3
Pages342-365
Publication date2025-07-03
Open AccessYes
TypeARTICLE
VenueJournal of Reading Behavior (JOURNAL)
Journal identifiersISSN: 0022-4111 • E-ISSN: 1554-8430
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1086296x251352622
OpenAlexW4412014608
LanguageEN
References cited39

This paper focuses on a summer writing program we called GANAS with bi/multilingual youth, including English learners and one youth with a learning disability, that sought to facilitate sociocritical literacies (SL) based on youths’ lived experiences to imagine new social futures. Envisioned as a social design experiment, we used testimonio as a primary mediational tool to promote SL, with the goals of advancing: (1) an equity-driven learning ecology, (2) students’ sensemaking and critical thinking, and (3) social change. Using qualitative methods, we collected and analyzed multiple data sources, including youths’ testimonios. Our findings include an illustrative case of a Latino youth that illustrates how the testimonio process facilitated SL, and youths’ engagement in SL through their critical reflections on racism, colorism, linguicism, and their experiences as source for knowledge. We conclude with implications for literacy practitioners and researchers committed to transformative literacies for minoritized youth

Futures contract · Literacy · Pedagogy · Sociology · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Multilingual Education and Policy · Psychology

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