This volume brings together leading scholars in their fields who offer much needed and wide-ranging perspectives on the intersections of genders, cultures, and literacies. As incidents of racial and gender aggression grow in number and in global attention, it is essential to understand how racial and gender identities and their expressions interplay and influence literacy development and practice. Contributors examine how social identities intersect and are expressed in literacy practices across an array of school and out-of-school settings and discuss how gender and race are represented in individuals’ multimodal practices. Chapters address such topics as the literacy practices of incarcerated fathers of color, Black girls’ literacies, Indigenous students’ cultural literacies, the writing practices of Latinx women for identity representation, and more. Ideal for scholars in literacy studies, gender studies, and cultural studies, this volume is a necessary and original update to the ways cultural, racial, and gender identities are viewed in current educational and sociocultural climates.
Table of Contents
SECTION I. LITERACIES AND IDENTITIES IN SCHOOL SETTINGS
Chapter 1: Family Involvement, Intersectionality, and Critical Digital Storytelling, Caroline T. Clark and Jennell Igeleke Penn
Chapter 2: Culture and Gender in the Literacy Practices of Seminole Youth, Melissa Wicker and Jiening Ruan
Chapter 3: Positioning Gender though Interpreting Character in Reader Response to a Multicultural Text, Monica S. Yoo
Chapter 4: Dream a Little [STEAM] of Me: Exploring Black Adolescent Girls’ STEAM Career Futures through Digital Multimodal Compositions, Jennifer D. Turner and Autumn Griffin
Chapter 5: "Teaching My Language Empowers Me": Korean Immigrant Women Teaching Heritage Language, Literacy, and Culture, Kwangok Song
In Chapter 6: Digital Storytelling, Black Masculinity, and Contending with Racial Capitalism, Becky Beucher and Kimberly McDavid Schmidt
SECTION II. LITERACIES AND IDENTITIES IN INSTITUTIONS, AGENCIES, AND COMMUNITY SETTINGS
Chapter 7: Voicing Vulnerability: Narratives of Healing among Culturally Diverse Adolescent Girls in a Community-Based Setting, Crystal Chen Lee, Kelsey Virginia Dufresne, Laura Jacobs, Caitlin Donovan and Jennifer C. Mann
Chapter 8: Rereading Fathers Behind Bars: Children’s Literacy Assistance Practices of Incarcerated African American, Native American, Hispanic, and White Fathers, Theodore S. Ransaw and Tyler Thur
Chapter 9: "Switchin’ My Style Up!": A Case Study of a Black Girl’s Literacy and Language Practices Across Three Contexts, Delicia Tiera Greene
Chapter 10: Writing My World: An Adolescent Mexicana’s Process of Writing to Represent Herself, Tracey T. Flores and Fabiola Guadalupe Rodriguez Flores
SECTION III. LITERACIES AND IDENTITIES BEYOND SCHOOLS, INSTITUTIONS, AGENCIES, AND COMMUNITY SETTINGS
Chapter 11: The Critical Knowledge Production of Black Girls Through Digital and Multimodal Literacies, LaTasha Mosely and Gholnecsar E. Muhammad
Chapter 12: Voices from the Margins: Latinx and Chicanx/Filipina Women Writing Ephemeral Texts for Representation and Resistance, Barbara J. Guzzetti
Chapter 13: Men’s Zines Down Under: Exploring Gender, Race, and Social Class through Literacies, Katina Zammit
Chapter 14: Tales from TikTok: Gender and Cultural Intersectionalities, Donna E Alvermann, Ellen Wynne and William Wright
Chapter 15: Enacting Resistance to Intersecting Oppressions through Satirical Digital Writing on LGBTQ+ YouTube, Addie Shrodes, Jolie C. Matthews and Wan Shun Eva Lam
Chapter 16: Girls and Gaming Literacies: Dynamics of Gender and Culture, Barbara J. Guzzetti, Lesley M. Foley and Elisabeth Gee
Barbara J. Guzzetti is a professor of English/English education and literacy in the New College of Interdisciplinary Arts and Sciences; affiliated faculty with the Mary Lou Fulton Teachers College and the School for Social Transformation, Women’s and Gender Studies; and associate faculty in the Center for Gender Equity in Science and Technology at Arizona State University, USA.
"Anyone who reads this book will come away with a feeling that the kind of change in schooling that the authors advocate is both desirable and possible. You will be well-advised to keep this book nearby for ready reference... I predict that you’ll place this book alongside those educational readings that you value; you will draw on it regularly for implementation, insight, and inspiration."
Patricia A. Edwards, Michigan State University, USA and Member, Reading Hall of Fame