#ListenUp: Incarcerated Youth Address Social Justice Issues Through Multimodal Texts

• In Event: Critical Literacies, Antiracist Teaching, and Culturally Sustaining Pedagogy

Abstract

The purpose of this study is to describe the way adolescents in the juvenile justice system co-construct literacies of resistance in order to advocate for social justice through the lens of their own lived experiences. Using a bricolage approach (Steinberg, 2012; Kincheloe & Berry, 2004) that acknowledges that all understandings are created in a collaborative and contextualized space, we seek to disrupt the narrative that pathologizes the experiences of youth in the school-to prison-pipeline (Annamma, 2018) while continuing to promote the divisive norms of the post-truth era. These youth, acting as co-researchers, produced multimodal texts in the form of artwork, lyrics and music, prose, and political propaganda, through the exploration of critical research.

Authors

• Julia Morris, Old Dominion University

• Judith M Dunkerly-Bean, Old Dominion University

• Thomas W. Bean, Old Dominion University