Understanding One Chinese Rural Student’s Embodied Criticality Through StoryWorlding

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Stories of the Rural Experience in Education (Table 16)

Abstract

This is a narrative inquiry study that aims to understand one Chinese rural student’ critical knowing-feeling-doing. Using an expanded approach to critical literacy, this study focused on the affective intensities in our participant Yi’s storytelling to understand how she liberated herself from deficit and oppressive views toward rural students and their families. This study uses rhizomatic analysis to understand how Yi realized new forms of becoming through transformed relationships with dominant discourses. The authors of this article argue that as researchers, we are urged to understand critical literacy from inside the affective flows of students’ life with its full complexity, depth, and fluidity.

Authors

• Xuanya Zhou, University of Florida

• Angela M. Kohnen, University of Florida