Toward Critical Multimodal Methodologies: Analytical Tools for Disrupting Hegemonic Structures in Educational Research

Session Type: Symposium

Abstract

The purpose of this symposium is to cultivate and disseminate a collection of methodologies grounded in a social semiotic perspective of multimodality that are well-poised to disrupt research practices underpinned by settler-colonial, white supremacy practices within educational research spaces - critical multimodal methodologies. Our workshop will feature five individual presentations representing a cross-section of multimodal methodologies, including multimodal content analysis of image-text relations, learning as design, intersectional multimodal analysis, poetic inquiry while exploring embodied literacies through textual analysis, and multimodal positioning analysis. Presenters and attendees will dialogically ponder and respond to the question, “How can social semiotic, multimodal modes of inquiry be leveraged to investigate, disrupt, and dismantle oppressive practices within educational research along intersections of race and other social identities?”

Sub Unit

• SIG-Semiotics in Education: Signs, Meanings and Multimodality

Chair

• Katarina N. Silvestri, SUNY - College at Cortland

Papers

• Multimodal Analysis of Children’s Literature Featuring Asian Refugee Stories - Aijuan Cun, University of New Mexico; Ting Huang, College of William & Mary

• Toward an Approach for the Recognition of Learning as Design Work - Fei Victor Lim, National Institute of Education - Nanyang Technological University

• Theorizing Intersectional Multimodal Analysis - Jennifer Danridge Turner, University of Maryland

• Multimodal Composing as a Means of Preservation: A Self-Study of Embodied Literacies, Legislation, and Bodily Autonomy - Julianna E. Lopez Kershen, University of Oklahoma

• Toward Critical Multimodal Positioning Analysis - Katarina N. Silvestri, SUNY - College at Cortland; Mary B. McVee, University at Buffalo - SUNY