Special Interest Groups (SIGs) provide a forum within AERA for the involvement of individuals drawn together by a common interest in a field of study, teaching, or research when the existing divisional structure may not directly facilitate such activity. The Association provides SIGs program time at the Annual Meeting, publicity, scheduling, staff support, viability, and the prestige of AERA affiliation.
We are pleased to offer five webinars intended to familiarize you with the concept of a Networked Improvement Community, and each of the four important components and elements of a successful NIC. An introductory 30-minute webinar will feature one or two experts from out team providing key background information about the focal challenges of building a NIC. A facilitated discussion forum will continue for two weeks after the video is posted to this site. At the end of the two weeks, another live webinar with the same expert will be featured. This follow-up webinar will focus on the topics that have arisen through the online forum, as well as questions that are asked live during the webinar.
Alcoff, L. M., Hames-García, M., Mohanty, S. P., & Moya, P. M. L. (Eds.). (2006). Identity Politics Reconsidered. Palgrave Macmillan US. https://doi.org/10.1057/9781403983398
Baxley, G., Sealey-Ruiz, Y., Rogers, C. R., Campano, G., Thomas, E. E., & Stornaiuolo, A. (2021). “You Can Still Fight”: The Black Radical Tradition, Healing, and Literacies. Research in the Teaching of English, 55(3), 213–215.
Cahill, C. (2007). Repositioning Ethical Commitments: Participatory Action Research as a Relational Praxis of Social Change. ACME: An International Journal for Critical Geographies, 6(3), Article 3.
Campano, G., Ghiso, M. P., Badaki, O., & Kannan, C. (2020). Agency as Collectivity: Community-Based Research for Educational Equity. Theory Into Practice, 59(2), 223–233. https://doi.org/10.1080/00405841.2019.1705107
Campano, G., Ghiso, M. P., Yee, M., & Pantoja, A. (2013). Toward Community Research and Coalitional Literacy Practices for Educational Justice. Language Arts, 90(5), 314–326.
Campano, G., Ngo, L., Low, D. E., & Bartow Jacobs, K. (2016). Young Children Demystifying and Remaking the University Through Critical Play. Journal of Early Childhood Literacy, 16(2), 199–227. https://doi.org/10.1177/1468798415577875
de los Ríos, C. V., & Molina, A. (2020). Literacies of Refuge: “Pidiendo Posada” as Ritual of Justice. Journal of Literacy Research, 52(1), 32–54. https://doi.org/10.1177/1086296X19897840
Dyrness, A. (2009). Cultural Exclusion and Critique in the Era of Good Intentions: Using Participatory Research to Transform Parent Roles in Urban School Reform. Social Justice, 36(4 (118)), 36–53.
Gonzalez, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Routledge. https://doi.org/10.4324/9781410613462
Gutiérrez, K. D., Morales, P. Z., & Martinez, D. C. (2009). Re-mediating Literacy: Culture, Difference, and Learning for Students From Nondominant Communities. Review of Research in Education, 33(1), 212–245. https://doi.org/10.3102/0091732X08328267
Huguley, J. P., Delale-O’Connor, L., Wang, M.-T., & Parr, A. K. (2021). African American Parents’ Educational Involvement in Urban Schools: Contextualized Strategies for Student Success in Adolescence. Educational Researcher, 50(1), 6–16. https://doi.org/10.3102/0013189X20943199
Typical college readiness programs work to support historically underrepresented students, helping them navigate a complex system through rigorous academic preparation. However, the current college entrance and completion rates for first-generation low-income students of color are dismal despite heavy investment in college readiness programs. These results shed light on the need for new approaches in examining and conducting these programs. This qualitative study examines a critical inquiry program with aspects of college access and college readiness components, which was borne out of a community need in Philadelphia. This dissertation sheds light on what happens when practitioners work to create space for the perspectives and identities of our students of color through critical literacy.
Informed by Indigenous and participatory methodologies, this practitioner research study examines what happens when high school students work alongside one another during the COVID-19 pandemic to navigate the complexity of the college admissions process while also being afforded space to explore and demystify issues pertaining to identity, race, power, and equity. This qualitative research helps provide insight from a sociocultural literacy perspective on how a college access inquiry grounded in criticality can help students more confidently navigate this power-laden and bureaucratic process and create space for youth-led inquiries around issues of equity.
The first finding of this study highlights the importance of centering relationships in college access work for first-generation, students of color from low-income backgrounds. Although students represented different racial and cultural backgrounds, students came together as a collective around their shared identities of being students of color in order to wrestle with the dimensions of power within the admissions process and to support one another. The second finding of this study highlights the importance of creating space for students to explore and give voice to their intersectional identities (Crenshaw, 2018) within literacy activities in a critical inquiry program around college. These activities provided students opportunities to understand their personal backgrounds and determine where these various intersections were situated within larger systems of power. The third finding establishes how critical literacy became a useful tool in helping students more confidently navigate the bureaucratic literacies (Taylor, 1996) of the admissions process and how they used this knowledge to create and present virtual presentations for their community.
Lather, P. (1986). Issues of Validity in Openly Ideological Research: Between a Rock and a Soft Place. Interchange, 17(4), 63–84. https://doi.org/10.1007/BF01807017
Low, D. E. (2017). Not to be “Destoried”: How an Academically Marginalized Student Employs Comics and Multimodal Authorship to Claim a Counter-Identity | Ubiquity. Ubiquity: The Journal of Literature, Literacy, and the Arts, 4, 6–56.
Lytle, S. (2008). At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on Better. Research on the Teaching of English, 42(3), 373–379.
Mohanty, S. P. (2018). Social Justice and Culture: On Identity, Intersectionality, and Epistemic Privilege. In G. Craig (Ed.), Handbook on Global Social Justice (pp. 418–427). Edward Elgar Publishing. https://doi.org/10.4337/9781786431424.00040
Player, G. D. (2021). “My Color of My Name”: Composing Critical Self-Celebration with Girls of Color through a Feminist of Color Writing Pedagogy. Research in the Teaching of English, 55(3), 216,218-240.
ross, kihana miraya. (2020). Black Space in Education: Fugitive Resistance in the Afterlife of School Segregation. In The Future is Black. Routledge. https://doi.org/10.4324/9781351122986-7
Rusoja, A. (2017). We Are Our Own Best Advocates: Latinx Immigrants Teaching And Learning For Their Rights [Ph.D., University of Pennsylvania]. https://repository.upenn.edu/edissertations/2559
Thakurta, A., Kannan, C., Setiawan, D., Kosasih, M., Ghiso, M. P., & Campano, G. (2020). On the Power of the Collective in Community-based Educational Research. Penn GSE Perspectives on Urban Education, 17(1).
Vasudevan, L., & Campano, G. (2009). The Social Production of Adolescent Risk and the Promise of Adolescent Literacies. Review of Research in Education, 33(1), 310–353. https://doi.org/10.3102/0091732X08330003
Willis, A. I. (2015). Literacy and Race: Access, Equity, and Freedom. Literacy Research: Theory, Method, and Practice, 64(1), 23–55. https://doi.org/10.1177/2381336915617617
Yazzie-Mintz, T. (2015). Shifting Native Early Childhood Education: Toward Justice and Inclusive Family Engagement at the Earliest Levels of Education. AERA Annual Meeting, Chicago, IL.
