In the conceptual essay "Humanizing the Black Immigrant Body: Envisioning Diaspora Literacies of Youth and Young Adults from West African Countries," we highlight possibilities for research, literacy teaching, and teacher education when intentionally naming, affirming, and building with the humanity of Black immigrant youth and young adults from African countries through literacy practices of the body—what we conceptualize as humanizing the Black body. Specifically, we examine embodied Diaspora literacies as affirming and extending presences and absences of Black bodies of immigrant youth and young adults across two contexts: an after-school African Club in a high school in New York City, and an in-depth qualitative inquiry of civic learning and action-taking of immigrant youth and young adults from West African countries.
This article examines research on the language and literacy practices of Black immigrant and Black transnational youth of Caribbean origin and, in so doing, challenges the binary categories of immigrant and transnational. Analysis reveals how these young people navigate other-assigned racial categories and attendant language and literacy practices, and how some successfully construct ethnoracial and micro-cultural identities and practices as Blacks of Caribbean origin who were expanding their original language, cultural, and literacy practices to display membership in dynamic multicultural communities.
In this conceptual essay used to introduce the special issue titled, Clarifying the Role of Race in the Literacies of Black Immigrant Youth," I argue for centralizing race in research that examines Englishes and literacies of the largely invisible population of Black immigrant youth in the United States. Drawing from diaspora literacy, transnational literacy, and racial literacy, I present the framework for Black immigrant literacies to illustrate how these lenses can work together to clarify the role of race in Black immigrant literacies. Through this framework, I invite researchers, practitioners, and parents to better understand and support the literacies of Black immigrant youth.
This chapter explores the intersection of multimodal literacies and racial identities of Black immigrant youth in the United States (U.S.). In this meta-analysis, the author illustrates how modal tools and spaces serve as sites of resilience and identity (re)framing.
This article combines the theories of raciolinguistics and moral licensing to explain the behaviors of White American teachers toward Black immigrant students.
Using a narrative case study approach, this article highlights the language use, literacy practices, positioning, and methods of resistance of an individual participant.
We present one African immigrant student’s narratives of multilingualism, culture, identity, and literate life in and out of school. The narratives reveal ascribed identities, racialization, and perceived language hierarchies in the participant’s daily life and suggest a need to counter such narratives and disrupt the reproduction of linguistic and racial inequality in our society.
This study details ways in which one Black immigrant family and their teacher drew upon transnational literacies and children’s literature as a basis for discussing issues of race and racism during their engagement in a critical family literacy workshop.
In this article, we use the conceptual metaphor—nan lonbraj la (“in the shadows”)—to explore racial and linguistic experiences of three young Haitian immigrants.
We begin with an autoethnography that highlights the education of a multilingual Ugandan prior to her arrival in the U.S. Our methods and analyses are informed by critical policy analysis and critical race theory. We draw on these methods to examine the literacies of Black immigrant youth and present an in-depth view of how language ideologies are used to shape and influence second language laws and policies at the federal, state, and local levels.
This paper explores the experiences of students identified as Black English learners (ELs) in K–12 U.S. school settings. Through an essay that draws from critical race theory and linguicism, I present scenarios from the lives of this traditionally marginalized population to demonstrate the need for social justice, civil rights, and inclusive practices.
This article is about how first- and second-generation Black male immigrant collegians use translanguaging to create cultural academic enclaves and how they utilize leadership organizations to navigate a Hispanic-serving institution where they experience structural placism.
Each year, large shares of students who could do well in Advanced Placement courses and exams—known as AP potential students—do not participate, particularly students of color and low-income students. This study sought to empirically test commonly posited reasons for foregoing AP participation.
Drawing on portraiture methodology and using data from a case study on teacher morale in an urban high school, this study advances a theory about the emotional rules of teaching in a “feminized” profession in a neoliberal era.
This article is part of a larger study examining the rise of education on the United States’ political agenda. Internal campaign strategy documents demonstrate how the National Education Association’s involvement in presidential election campaigns has been more a story of effective Republican candidates’ political messaging than the well-known legend of a special interest group dominating the will of Democratic candidates for the presidency.
Yoga in schools has the potential for youth to critically reframe themselves in agentive ways but can also reinforce dominant discourses. This critical qualitative study analyzes the intersecting and conflicting discourses among yoga, schooling, and urban youth.
Using data from a national survey of alumni from U.S. institutions (n=1.553) we empirically assess the impact of alumni trust of their alma mater on donor behavior and attitudes towards philanthropic giving. We found that alumni trust is a strong predictor of self-reported giving and attitudes, even after accounting for sociodemographic characteristics.
This qualitative study revisits an open space school built in the 1970s to examine teachers’ ongoing sensemaking and navigation of the reform several decades later.
This paper presents the Better Book approach to education R&D, in which researchers, designers/developers, and instructors work together on continuous improvement of a fully instrumented set of interactive instructional materials. We apply the model to the design, implementation, and improvement of an introductory online statistics textbook, Introduction to Statistics: A Modeling Approach.
This study explores tensions related to leadership support and capacity building in a large-scale Israeli research-practice partnership designed to promote teacher leadership and build district capacity. It uses linguistic ethnographic methods to analyze leadership assertion in three cases, which represent different leadership roles at different levels of the system.
This manuscript presents a critical narrative analysis of faculty with training on equity-mindedness engaged in efforts to advance racial equity in faculty hiring.
This article examines how mainstream media outlets use research in their reporting of education reforms within the context of the reauthorization of the Elementary and Secondary Education Act (2011-2013). Based on a content analysis of nearly 300 mass media articles from ten publications, we find that journalists use emotional forms of rhetoric to report on the most mainstream, tacitly accepted reforms (including changes to teacher evaluations) and research to report on less familiar reforms.
This video-ethnography study explored how mathematics functioned as a disciplinary tool in different ways throughout the school day in a Pre-K setting and how all actors in the classroom drew on mathematics for problem-solving in real-life situations within a power/resistance dynamic.
Through a case study exploration of study abroad programs, this article illustrates how photo-cued interviewing can help to elicit and co-develop narratives that demonstrate what and how students learn. The findings have important implications for visual qualitative research, learning assessment, and educational program design.
This study investigates the ways in which important others shape the initial educational and career aspirations of Students of Color pursuing STEM pathways.