Luminous Literacies
Localized Teaching and Teacher Education
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- Description
- Contents
- About
Luminous Literacies shares examples of teachers and educators using local knowledge to illustrate literacy engagement and curriculum-making through scholarly accounts of experiences in teacher preparation courses, classrooms, and other community spaces in New Mexico.
This edited collection includes chapters focusing on the teaching of Native American literature to indigenous students in what used to be an assimilation school; learning to code while making connections to the bomb-building that was part of New Mexican history; using graphic novels and text sets that reflect local identities and concerns; and examining the duality of querencia/herencia with teachers from across the United States in a National Endowment of the Humanities-funded project. Teachers present counter narratives to literacy knowing and learning in places with extensive colonial histories.
These chapters provide vivid demonstrations of what literacy is, how literacies are positioned in communities and contexts, and how literacies come alive as they are taught. This is essential reading for practicing teachers, teacher education researchers, cultural studies scholars, and educational leaders.
Part One: Highlighting Our Contexts Chapter 1. Teachers of New Mexico: A Photo Essay; Michelle Jewett and Eli Henley Chapter 2. Querencias, Contested Homelands, and Sites as Storied Texts: Exploring the Place Orientations of New Mexico in a Teacher Workshop; Rebecca M. Sanchez Chapter 3. Dialogue Journals in the Secondary Classroom: Promoting Growth, Resilience, and Storytelling; Isabella Perea Chapter 4. Reimagining Doctoral Education for Sociocultural Goals in New Mexico: One Department’s Story; Don Zancanella Part Two: Using Personal Histories to Illuminate Literacy Texts and Practices Chapter 5. Individual, Historical, and Critical Contexts: Investigating the Text Selection Practices of Four New Mexican Language Arts Teachers; Annmarie Sheahan Chapter 6. Waking Up to the Literacies and Diversities of New Mexico; Monique Montoya Chapter 7. Creating a Safe Space for Students to Explore Trauma and Build Resilience Through Young Adult Literature, Creative Composing, and Personal Experiences; Brittany R. Raymond Chapter 8. Radical Drama as Educational Catharsis; Damon R. Carbajal Part Three: Finding Light in Critical Practices and Local Identities Chapter 9. Transforming Teaching Through Critical Literacies; Rachel Goar Chapter 10. Creating Locally Relevant Curriculum with Graphic Novels; Mark R. Bailon Chapter 11. Teaching Indigenous Literature and History as US Literature and History; Brigid Ovitt Chapter 12. Asserting LGBTQIA+ Literacy Practices in the Curriculum; Ashley Nowikowski Part Four: Luminous Multimodal Literacies in Action Chapter 13. Literacies to Grow and Teach: Cultivating a Spirit of Inquiry through Multimodal Text Sets; Rick Marlatt Chapter 14. Using Multimodal Literacy: Challenges and Opportunities in a Non-Traditional Classroom; Gloria A. Valderrama Polo Chapter 15. Creating a Classroom Affinity Space with Video Games and Virtual Reality as Literature; Miles Madison Harvey and Lucretia E. Penny Pence Part Five: Shedding light on literacies past and future Chapter 16. Cultivating the Activist Life; Richard J. Meyer Chapter 17. How Yazzie-Martinez v. NM Highlights Inequities in Public Education for Indigenous Students and Underscores the Need for Critical Literacy Education; Natalie Martinez
Mary Frances Rice, is an Assistant Professor of literacy at the University of New Mexico. Her scholarship uses interdisciplinary approaches and material/new material lenses to understand and support in-clusive online educational practices and policies.
Ashley K. Dallacqua is an Assistant Professor of literacy at the University of New Mexico. Ashley earned her PhD at The Ohio State University. Her scholarship focuses on multimodal approaches to literacy.