Index
2021; Emerald Publishing Limited; Linguagem: Inglês
10.1108/s1479-368720210000036018
ISSN1875-5151
Tópico(s)Educational Practices and Challenges
ResumoCitation (2021), "Index", Rice, M.F. and Dallacqua, A.K. (Ed.) Luminous Literacies (Advances in Research on Teaching, Vol. 36), Emerald Publishing Limited, Bingley, pp. 223-231. https://doi.org/10.1108/S1479-368720210000036018 Publisher: Emerald Publishing Limited Copyright © 2021 by Emerald Publishing Limited INDEX Acting out scenes, 88 Activism returning to scholarship for, 202 work connects pieces of injustice, 201–202 Activist life activism work connects pieces of injustice, 201–202 education, 191–192 elementary school teaching as activism, 192 first activist efforts, 190–191 flyer moment, 196–197 graduate school, 192–193 life in New Mexico, 194–195 national actions, 200–201 national-level activism, 199–200 reactive activism, 195–196 scholar activist, 193 unofficial portraiture as activism, 197–199 Activist scholar, lessons from being, 202–203 Adolescent coping with trauma in classroom, 78–80 Adverse Childhood Experiences (ACEs), 75 Affinity group, 173 African American Education, 47 Albuquerque, New Mexico, 51–52 American Indian education, 39 American Indian Movement (AIM), 121–122 Anthropology, 39 Anti-deficit approaches, 144–145 Apache Nations, 210 Fort Sill, 210 Jicarilla, 210 Mescalero, 210 Arts, 40–41 arts-based second language acquisition, 158–159 Assessment, 46, 217 Atomic bomb Fallout , 114–116 Feynman , 113–114 graphic novels and, 112–116 Los Alamos and, 110–111 Trinity , 112–113 Attention-deficit hyperactivity disorder (ADHD), 134 Banks, James, 45 Bend the Arc Jewish Action, 201 Bering Strait theory, 10–11 Big Politics , 100–101 Bilingual education, 39, 42 Bioregionalism, 18 @BlackLivesMatter, 66–67 Boarding Schools, 120, 127 Bound , 174 Camino Real de la Tierra Adentro, 20–21 Canonicity, 54 Cedar Crest, New Mexico, 3 Celebrating New Mexico’s Indian Education Act program (2018), 47, 210–211 Chicanx Civil Rights Movement, 87 Chicanx high school student, 85–86 Children’s literature, 66–67 Civil Rights Movement, 66 Classroom, 131–132 as affinity space, 173 building classroom affinity space forgaming as literature, 175 comedians, 178–179 context, 158–159 coping with trauma in, 78–80 creating gaming and virtual reality learning stations, 174–175 data analysis, 177 Expert Gamers , 177–178 findings, 177–181 of gamers and nongamers, 174 implications, 181–184 outsiders, 179–180 reflecting on video games and virtual reality, 176–177 Team Aphrodite, 180–181 theoretical orientation, 173–174 Collaborative inquiry, 51–52 PAR as, 54–56 College of Education, 38–39, 63–64 Colonization of New Mexico, 16 Comedians, 178–179 Common Core State Standards (CCSS), 99, 150 Communities of inquiry (CoI), 144 frameworks, 144 and multimodal text sets, 145–146 Community, 42 Compassion fatigue, 81 Conference on English Education (CEE), 43 Conscientious objector (CO), 190–191 Console games, 174 Constructivist teaching, 145–146 Contemporary musicals, 88–89 Contestation, 25 Contested homelands, 17–19 Camino Real de Tierra Adentro, 20–21 historic sites of contested homelands workshop, 19–23 Palace of Governors, 21–22 Pueblo Response, 22–23 workshop, 23–24 Context, 42 Critical education, 159–160 Critical literacy. See also Multimodal literacy, 17, 54, 97–99, 106, 206–209 benefits of, 106–107 development, 160 final thoughts, 107 inviting drama into classroom to promote, 100–106 journey to, 99–100 Critical place-based education, 17 Critical thinking, 109–110 Culturally relevant teaching pedagogy, 64 Culturally responsive pedagogies, 209 Culturally responsive teachers, 145 Culturally responsive teaching, 109–110 Culturally sustaining pedagogy, 64 Culture, 3–4, 40–41, 157–158 Curriculum. See also Locally relevant curriculum (LRC), 39, 109–110, 160–161 gaps in our in-school literature, 57–59 and instruction, 44 Daily journaling, 78 Dear Evan Hansen (DEH),, 88–89 Decolonization, 17 Decolonizing education, 120 Dialog journaling, 33 reflection, 33–34 Digital literacies, actionizing SJ through, 144–145 Diné (Navajo) Nation, 210 Disruption, 202 Diversity, 42, 99 Doctoral education. See also Teacher education case study, 47 choosing name, 40–42 experiences of LLSS graduates, 43–47 literacy and English education, 43 new department, 39–40 restructuring college, 38–39 story of department, 37–38 Drama as healing, 90–92 Dramatic play, 103–104 Dramatization, 101 Education, 191–192 drama, political, equity and, 92 foundations of, 40–41 specialties, 40–41 systems, 135 Educational activism, 194 Educational Administration, 39 Educational linguistics, 39 Educational programs, 160 Educational sociology, 39 Educators, 74 Elementary school teaching as activism, 192 Emotional cost, 81 Empowerment, 98–99, 107 Engagement, 110 English and language arts (ELA), 75, 144–145, 172 classroom, 158 teachers in New Mexico, 147 teaching, 43 English education, literacy and, 43 English Language Arts Teacher Educators (ELATE), 43 English Language Development, 31 English language learners (ELLs), 79, 147–148, 160–161 English literacy development (ELD), 31 Equality New Mexico (EQNM), 132 Equity, drama, political, education and, 92 Essay writing, 164–165 Ethnic curriculums, 131–132 Eurocentric curriculum, 145 Eurocentric education system, 120 European Contact, 126–127 European exploration, 16 Evidence-based practices, 68 Experience literacy, 157–158 Expert Gamers , 177–178 Fallout , 114–116 Feynman , 113–114 First school, 191 Fluidity, 6–7 Freirean theory, 207–208 Gallup, New Mexico, 3 Gamers, classroom of, 174 Gaming creation, 174–175 Genders, 86 General housekeeping, 120–121 GLSEN, 135 Google Chromebooks, 33–34 Google Drive, 162 Graduate school, 192–193 Graphic novels, 112 and atomic bomb, 112–116 Fallout , 114–116 Feynman , 113–114 Trinity , 112–113 Guided Language Acquisition Design (GLAD), 163–164 Health Education, 39 Herencia, 18 Historical cultural identity, 123–124 History teacher, 26 Homelands, 18–19 Homelessness. See also McKinney-Vento Act, 198 Humans of New York, 3 Identity unit, 162–165 creating narrative, 164–165 identifying themes, 164 text to tell story, 162–163 thinking and constructing meaning, 163–164 Illegal (graphic novel), 101, 104 Immigration, 99 In-school literature curriculum, 57–59 In-service educators, 16 Indian Boarding School, 120 Indian Education: A National Tragedy and a National Challenge , 211 Indigenous actors, 121 Indigenous children, 120 Indigenous communities, 4–5 Indigenous education, 128–129 Indigenous history as US history, 124, 128–129 assimilation and other assaults, 127 European Contact, 126–127 prehistory, 125–126 self-determination movement, 128 student debate, 128 Indigenous homelands, 19 Indigenous identities, 120 Indigenous literature indigenous history as US history, 124–129 reading film and fiction, 121–124 Indigenous model, 120 Indigenous Peoples (American Indians, Native American, Natives), 121 Indigenous societies, 16 Individualized education program (IEP), 134 Inequalities, 97–99 Inequity in public education, 206 Injustices, 99 Inquiry, 17 Instructional design, 144 Intersectional identities, 86 Israel/Palestine, 25 Izabella, 148–149 Jamestown Settlement, Virginia, 20 Juan de Oñate, 20 Juarez, Mexico, 3–4 Justice-driven literacy educators, 144–145 K-12 STEM, 147–148 Kiva, 22 Lakota Nation, 4–5 Language, 40–41 arts textbooks, 65 Language, Literacy, and Sociocultural Studies (LLSS), 39–41, 100, 158 Assistant Professor A, 44 experiences of three LLSS graduates, 43–47 Professor M, 45–46 Professor S, 46–47 Las Cruces, New Mexico, 148 Las Cruces Public Schools (LCPS), 147 Latino Education Task Force (LETF), 200–201 Learning Stations, 174–175 Lego Star Wars: The ForceAwakens , 174 Lesbian, gay, and bisexual students (LGB students), 132 Lesbian, gay, bisexual, transgender, queer, intersex, asexual, plus (LGBTQIA+), 131–132 in arts, 139 exceptional model, 132–133 LGBTQIA+ education, 136–137 LGBTQIA+ literacy practices, 136 LGBTQIA+ themes across subjects, 137–139 LGBTQIA+ writers, 7 in literature, 137 in mathematics, 137 in science, 138–139 in social studies, 138 student-led class time, 133–134 tried things, 134–135 Letter writing, 88 LGBTQ+, 87–88 Liberatory pedagogy, 54 Literacy, 11–12, 40–42, 44, 52, 157–158 education, 144, 147–148 and English education, 43 experiences for students, 69–70 in NM Public Schools, 210–211 Literature curriculum, 53–54 Little politics , 100–101 Locally relevant curriculum (LRC), 109–110 graphic novels, 112 graphic novels and atomic bomb, 112–116 Los Alamos and atomic bomb, 110–111 Los Alamos, 110 and atomic bomb, 110–111 New Mexico, 109–110 Manhattan Project, 111, 114–115 Marginalized communities, 52 Maus , 112 Mesa Vista Elementary School (MVES), 197 Mexican American Legal Defense and Education Fund (MALDEF), 200–201 Mexico City, Mexico, 20 Misconceptions of trauma, 77–78 Miscue analysis, 195–196 Moral Mondays, 201 Multicultural education, 39 Multicultural literature, 64 Multiculturalism, 3–4 Multiliteracies, 161 Multimodal literacy. See also Critical literacy, 158 challenges and opportunities, 165–168 classroom context, 158–159 identity unit, 162–165 literature review, 161–162 pedagogical background, 159–161 Multimodal text sets, 144 actionizing social justice through digital literacies, 144–145 communities of inquiry and, 145–146 implementation, 149 Izabella, 148–149 NMSU, 147–148 recommendations for future implementation and research, 153 unit, 147–153 unit outline, 150–152 unit reflections, 152–153 Multimodality, 161 National Assessment of Education Progress (NAEP), 193 National Endowment for Humanities, 23 National Federation of Temple Youth (NFTY), 190 National Reading Panel, 194 National-level activism, 199–200 New London Group, 161 New Mexico, 16, 41–42, 109–110 Bering Strait, 11 creating similar literacy experiences for students, 69–70 education system, 88 ELA teachers in, 147 finding connection in literature for future students, 66–70 indigenous nations in, 210 Journal of Rikers Island , 10 language arts teachers, 61 life in, 194–195 literacy, 11–12 national actions, 200–201 New Mexican students, 6–7 photo essay, 3 place orientations in teacher education, 17–19 reflecting on literature, 64–66 teaching, 7–9 teaching practices, 67–69 trail, 12–13 uniqueness, 210–213 Zuni class, 4–5 New Mexico Center on Law and Poverty, 213 New Mexico History Museum, 23 New Mexico Indian Education Act (NMIEA), 212, 214, 217 New Mexico State University (NMSU), 147–148 NM Indian Education Center for Excellence (NMIECE), 211 NMCLP, 214 No Child Left Behind Act (NCLB Act), 195, 217 Non-binary gender, 133 Non-readers, 69–70 Nongamers, classroom of, 174 Nuevomexicano homelands, 19 Open-ended qualitative study, 55 Outsiders, 179–180 Palace of Governors, 21–22 Paley, Vivian, 38 Palomas, Mexico, 3–4 Parents and Teachers for Educated Community (PTEC), 200 Participatory action research (PAR), 51–52 as collaborative inquiry, 54–56 Passover Seder, 189–190 Pedagogies of place, 17 Pentagon Papers, The, 191 Photo essay, 3 Place conscious pedagogies, 17 Place learning, 17 Place orientations of New Mexico contestation, 25 contested homelands workshop, 23–24 historic sites of contested homelands workshop, 19–23 learning from workshop experience, 24–26 New Mexico’s place orientations in teacher education, 17–19 place-conscious education, 17–19 querencia, 24–25 sites as storied texts, 25–26 Place-conscious education, 16–17, 19 Placed-based learning, 109–110 Po’Pay, 20, 22, 127 Poetry, 57, 89 Politics , 100–101 Poverty, 99 Preservice educators, 16 Preservice teachers, 145–146, 149 Problem with Indian Administration, The , 211 Process drama, 68 Professional educator, 206 Professional learning, 23 Pueblo Response, 22–23 Pueblos of New Mexico, 22–23, 208 Acoma, 210 Cochiti, 210 Isleta, 210 Jemez, 210 Laguna, 210 Nambe, 210 OhkayOwingeh (Okhe), 210 Picuris, 210 Pojoaque, 210 San Felipe, 210 San Ildefonso, 210 Sandia, 210 Santa Ana, 210 Santa Clara, 210 Santo Domingo, 210 Taos, 210 Tesuque, 210 Zia, 210 Zuni, 210 Quad Text Set Framework, 149 Queer role models, 86 Queerphobia, 87 Querencia, 17–18 workshop experience in, 24–25 Races, 86 Racial curriculums, 131–132 Racialized omission, 208–209 Racism, 87 Radical drama drama, political, equity and education, 92 drama, Teatro Campesino, and social justice, 86–88 Teatro in action, 88–92 Reactive activism, 195–196 Reading, 39 film and fiction, 121–124 practices, 172 Reconceptualization, 40 Reflexive critical literacy, 207–208 Reflexivity, 145–146 Reformation, 10 Reinhabitation, 17 Renaissance, 11 Restructuring college, 38–39 Richard Feynman, 113–114 Rio Grande , 121 Role-playing, 88 Round House, The , 123 Santa Fe, New Mexico, 33–34 Santa Fe Trail, 20–21 Save Our Schools (SOS), 199–200 Scholar activist, 193 School-Within-a-School (SWS), 191–192 Science, technology, engineering, and mathematics (STEM), 137 Second school, 191 Secondary classrooms, 173 Secondary literacy, 43 Secondary Schooling and Indigenous Pueblo Youth: Dynamics of Power (2010), 216–217 Secondary traumatic stress, 81 Segregation, 99 Self-determination movement, 128 Settlement, 16 Sexism, 87 Sexual orientations, 86 Shakespeare, 7, 57 She Wore a Yellow Ribbon , 121 Sims-Bishop, Rudine, 66–67 Sites as storied texts, 17, 19 workshop experience in, 25–26 Smoke Signals , 122–123 Social action, 42 Social injustices, 97–98 Social justice (SJ), 86, 88, 144–145 actionizing SJ through digital literacies, 144–145 theater, 87 Social studies classroom, 207–208 Social-emotional component, 10 Sociocultural literacy practices, 145–146 Socioeconomic statuses (SESs), 86 Socratic seminar discussion, 68 Song analysis, 88 Spanish colonial rule, 20 Spanish empire, 18 Stereotypes, 99 Stories, 38 Storytelling, 32, 112 Students literacy experiences for, 69–70 in secondary education, 109–110 student-centered instructional resources, 145–146 student-in-role, 105 and trauma, 74–77 voice, 32 Substance Abuse and Mental Health Services Administration, 80 Super Mario 64, 174 SWAG, 33–34 Taos Pueblo, 23 Target Text, 149 Teacher education, 16–17, 44 contested homelands, 18–19 New Mexico’s place orientations in, 17–19 Querencia, 18 sites as layered, storied texts, 19 workshop, 23 Teachers, 149 Bering Strait, 11 Journal of Rikers Island , 10 literacy, 11–12 New Mexican students, 6–7 photo essay, 3 reflection, 33–34 teacher-in-role, 105 teaching, 7–9 trail, 12–13 Zuni class, 4–5 Teachers Against Child Detention (TACD), 201 Teaching, 7–8 language arts, 148 practices, 67–69 Team Aphrodite, 180–181 Teatro Campesino, 86–88 Teatro in action, 88–92 drama as healing, 90–92 recentering through windows and mirrors, 88–90 Technological and cultural contexts, 158 Text analysis, 88 Text selection practices, 53–54 blend of personal history, canonical traditions, and critical perspectives, 59–60 findings, 56–60 framing collaborative study, 53–54 gaps in in-school literature curriculum, 57–59 high school language arts teachers, 51–52 implications for US and for New Mexico language arts teachers at large, 61 PAR as collaborative inquiry, 54–56 parallel experiences with Western Canon across decades, 56–57 teaching, 52–53 Text sets, 144, 146 Textual study, 144–145 Thunderheart , 121–122 TikTok, 152 Traditional academic knowledge, 120 Transform Education NM Platform, 218–219 Transformational critical literacy, 207–208 Trauma coping with trauma in classroom, 78–80 misconceptions of, 77–78 students and, 74–77 trauma-informed teaching, 77 Trevor Project, The, 132 Trigger warnings (TWs), 76 Trinity , 112–113 Trujillo’s disenfranchisement, 208 Uncharted 3:Drake’s Deception , 174 Uniqueness of New Mexico, 210–213 Unit reflections, 152–153 University of New Mexico (UNM), 99–100 Unofficial portraiture as activism, 197–199 US history, indigenous history as, 124–129 US Indian Citizenship Act (1924), 208 Video games, 172 reflecting on, 176–177 Video-sharing application, 152 Vietnam War, The, 190–191 Virtual reality (VR), 172 games, 173 learning stations, 174–175 reflecting on, 176–177 Visual art, 79 Voice, 32 Wayward Sky , 174 Western Canon, 53–54 What’s On Your Mind (WOYM),, 32–33 White Sands Missile Range (Alamogordo, New Mexico), 110 Writing practices, 172 processes, 32 Yazzie/Martinez v. The State of New Mexico , 206 challenging system, 213–215 hope for change, 218–219 implications for literacy, 207–210 key statistics about New Mexican school children, 207 testimony, 215–217 uniqueness of New Mexico, 210–213 Young adult (YA), 72 acknowledging personal weight, 80–81 coping with trauma in classroom, 78–80 literature as lifeline, 71–74 misconceptions of trauma, 77–78 reaching for resilience, 81–82 students and trauma, 74–77 Youth literacy practices, 161–162 Zuni class, 4–5 Book Chapters Prelims Part I Highlighting Our Contexts Teachers of New Mexico: A Photo Essay Querencias, Contested Homelands, and Sites as Storied Texts: Exploring the Place Orientations of New Mexico in a Teacher Workshop Dialog Journals in the Secondary Classroom: Promoting Growth, Resilience, and Storytelling Reimagining Doctoral Education for Sociocultural Goals in New Mexico: One Department's Story Part II Using Personal Histories to Illuminate Literacy Texts and Practices Individual, Historical, and Critical Contexts: Investigating the Text Selection Practices of Four New Mexican Language Arts Teachers Waking up to the Literacies and Diversities of New Mexico Creating a Safe Space for Students to Explore Trauma and Build Resilience through Young Adult Literature, Creative Composing, and Personal Experiences Radical Drama as Educational Catharsis Part III Finding Light in Critical Practices and Local Identities Transforming Teaching through Critical Literacies Creating Locally Relevant Curriculum with Graphic Novels Teaching Indigenous Literature and History as US Literature and History Asserting LGBTQIA+ Literacy Practices in the Curriculum Part IV Luminous Multimodal Literacies in Action Literacies to Grow and Teach: Cultivating a Spirit of Inquiry through Multimodal Text Sets Using Multimodal Literacy: Challenges and Opportunities in a Nontraditional Classroom Creating a Classroom Affinity Space with Video Games and Virtual Reality as Literature Part V Shedding Light on Literacies Past and Future Cultivating the Activist Life How Yazzie-Martinez v. NM Highlights Inequities in Public Education for Indigenous Students and Underscores the Need for Critical Literacy Education Index
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