43.018 - Changing the Dominant Narrative: A Call for Using Storytelling as Language and Literacy Theory, Research Methodology, and Practice

Session Type: Demonstration/Performance

Abstract

In this session, the presenters will engage attendees in a concentrated dialogue and a set of performances and presentations that are directed to illustrate how five early career language and literacy scholars of Color utilize storytelling to advance the field of language and literacy theory, research methodology, and practice. Furthermore, their stories extend beyond the individual as they address how their individual experiences are also representative of systemic issues relative to race, class, nationality, language, and gender. This demonstration presentation makes visible the various methods of storytelling and the explication of their lived experiences while modeling humanizing, critical and creative theoretical, methodological, pedagogical, and curricular methods and practices.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Language and Literacies

Chair

• Marcelle M. Haddix, Syracuse University

Papers

• The Racial Hauntings of One Black Male Professor and the Disturbance of the Self(ves): Self-Actualization and Racial Storytelling as Pedagogical Practices - Lamar L. Johnson, Michigan State University

• #SippingTea: Black Female Literacy Scholars Telling Stories to Redefine Our Roles in the Academy - Theda Gibbs-Grey, Ohio University; Bonnie WIlliams-Farrier, California State University - Fullerton

• "For Loretta": A Black Woman Literacy Scholar's Journey to Prioritizing Self-Preservation  - April D Baker-Bell, Michigan State University

• Am I a Qualified Literacy Researcher and Educator? A Counterstory of a Professional Journey of One Asian Male Literacy Scholar in the United States - Bong Gee Jang, Syracuse University