Informed by Bakhtin's theorization of voice as well as cross-disciplinary studies of scaling, the authors explore how a group of young filmmakers rendered one focal immigrant student's familial history by centering speakers addressing the topic of immigration from multiple levels, thereby connecting multiple social and spatiotemporal contexts in their multimodal storytelling to illustrate the costs of dehumanizing policies. In this case study, drawing from classroom observations, student work, and interviews with both students and teachers, the authors also highlight the importance of teacher agency in creating opportunities for refugee-background students to interactively engage in the language arts classroom. Drawing from interviews, observations, and analysis of student writing, the authors construct a detailed case study of how one student writer negotiated her stance toward the discourse of literary analysis based on her own writerly identity as a creative writer, illuminating the importance of critically attending to the ideological implications of teaching discipline-specific writing.

Martinez et al talk about solidarity within and across their respective racial and ethnic communities and how solidarity must be centralized in literacy research, practices, and scholarship. They provide a layered understanding of what solidarity can mean when working with children, youth, teachers, teacher educators, and our own families. By sharing their own varied experiences, they seek to highlight everyday moments of ingenuity in learning spaces that can be leveraged to bolster solidarity within and across BIPOC communities.