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Preview this article: Editors’ Introduction: Multimodal Research for Racial Justice, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/57/3/researchintheteachingofenglish32352-1.gif

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Preview this article: Editors’ Introduction: Black Origin Stories and Futures, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/57/1/researchintheteachingofenglish31998-1.gif

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Preview this article: Editors’ Introduction: Centering Disability in Literacy, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/56/3/researchintheteachingofenglish31636-1.gif

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Preview this article: Editors' Introduction: Childhoods across Borders, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/56/1/researchintheteachingofenglish31340-1.gif

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.

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Preview this article: Editors’ Introduction: Drawing Out the A in English Language Arts, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/55/2/researchintheteachingofenglish31019-1.gif

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Preview this article: Editors' Introduction: Decentering and Decentralizing Literacy Studies: An Urgent Call for Our Field, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/54/4/researchintheteachingofenglish30735-1.gif

Preview this article: Editors’ Introduction: Literacy, Migration, and Dislocation, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/54/3/researchintheteachingofenglish30518-1.gif

Preview this article: Editors' Introduction: Critical Digital and Media Literacies in Challenging Times: Reimagining the Role of English Language Arts, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/54/2/researchintheteachingofenglish30639-1.gif

Preview this article: Editors' Introduction: The Politics of Teaching Literature, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/54/1/researchintheteachingofenglish30238-1.gif

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Preview this article: Editors’ Introduction: Toward Methodological Pluralism: The Geopolitics of Knowing, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/53/3/researchintheteachingofenglish30033-1.gif

Preview this article: Editors’ Introduction: Collective Knowledge Production and Action, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/53/2/researchintheteachingofenglish29862-1.gif

Preview this article: Editors' Introduction: Bridging Generations in RTE: Reading the Past, Writing the Future, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/53/1/researchintheteachingofenglish29752-1.gif

Preview this article: Announcing the Alan C. Purves Award Recipients (Volume 49): Critical Approaches to Language Research with the Potential to Change Educational Practice: This Year’s Purves Award Honorees, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/50/3/researchintheteachingofenglish28164-1.gif

This article draws on a four-year practitioner research study of a university partnership with an all-boys public elementary school to analyze students’ socially situated literacy practices thatoccurred on the margins of a curriculum driven by high-stakes testing. We bring together critical literacy (Freire, 2007; Janks, 2010; Luke, 2000), realist theory (Alcoff, 2006; Mohanty, 1997;Moya, 2001), and Gramsci’s (1971) conception of the organic intellectual to provide a layered framework for understanding how students at our research site mobilized their cultural identitiesfor critical ends, what we define as “organic critical literacies.” Through illustrative examples of third- and fourth-grade African American boys’ interactions with fiction and nonfiction texts,we examine how students critiqued common ideologies that devalued them, their school, and their city, and enacted more humanizing visions. The elementary students whose work we featurewere realizing their capacities as emerging organic intellectuals, translating their singular critical insights and observations into a broader dialogue that had more universal resonance. Weconclude by discussing the educational, epistemological, and ethical implications of our study.