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Time, Power, Social Change, and Learning in Literacy Research
Wed, December 4, 3:00 to 4:30pm, Westin Peachtree Plaza, Augusta BSession Submission Type: Symposium
Abstract
This symposium suggests that questions of time and power are integral to understanding possibilities for empowerment and agency in literacy education, emphasizing that time is central to understanding education rather than being a mere background. Presents consider a range of critical, cultural, and social issues of literacy through varied contexts (e.g., elementary, middle, and high schools), qualitative methodologies (e.g., discourse analysis, narrative analysis), and theories (e.g., social theories of time, queer theory, Black trans feminisms).
Content Area
Chair
Discussant
Individual Presentations
A Temporal Discourse Analysis of Writing in Elementary School: The Longitudinal Cases of Gabby and Adam - Catherine Compton-Lilly, University of South Carolina
Challenging (Hetero)normativity: Tracing Queer Futurities in 7th Graders’ Superhero Storytelling - Beth Krone, Kennesaw State University; Francisco Torres, Kent State University; Scott Storm, University at Albany, State University of New York
Duration as Pejorative: (Not) “Moving on” during Classroom Discussions of Queerness, Transness, and Race - Ryan Schey, University of Georgia
“Freedom Is a Place”: One Black GSA’s Vocabularies of Black Aliveness - monét cooper, University of Michigan-Ann Arbor