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Session Type: Structured Poster Session
This structured poster session explores findings from six different research studies nested within the larger Community Literacies Project, a five-year university partnership with a multiethnic, multilingual Catholic parish and its school and community center. Through rich examples of collaborative research, scholars from across five academic and community institutions address questions about education-centered cooperation between immigrant community members with differing cultural and linguistic backgrounds; the possible roles of faith-based centers in education-focused community relationships; approaches to developing ethical and sustainable partnerships between universities and community-based organizations, and the ways in which the knowledge and interests of diverse community members can inform literacy teaching and learning in and out of schools.
Advocacy Discourse Communities in a Multilingual Parish: A Conceptual Model - Gerald Campano, University of Pennsylvania; Maria Paula Ghiso, Teachers College, Columbia University
Redefining Nonfiction Reading and Writing as a Critical Community Practice - Grace D. Player, University of Pennsylvania; David Eric Low, California State University - Fresno
Teacher Education as Community-Based Inquiry - Katharine Emily Bartow Jacobs, University of Pittsburgh; Lan Ngo, University of Pennsylvania
Indonesian Parent Involvement and the Mobilization of Social Capital to Support Their Children's Education - Mary Yee, University of Pennsylvania; Karim A. Mostafa, University of Pennsylvania
Multilingual Counterpublics: Collective Responses to Precarity in a Latina/o Intergenerational Language and Literacy Inquiry - Alicia Pantoja, University of Pennsylvania; Emily Rose Schwab, University of Pennsylvania
Literacy, Religion, and Citizenship in an Urban Catholic Parish - Bethany Welch, Aquinas Center; Robert Jean LeBlanc, University of Pennsylvania