Queering Critical Literacies: Disidentifications and Queer Futurity in an Afterschool Storytelling and Roleplaying Game

Autor/inn/en	Storm, Scott; Jones, Karis
Titel	Queering Critical Literacies: Disidentifications and Queer Futurity in an Afterschool Storytelling and Roleplaying Game
Quelle	In: English Teaching: Practice and Critique, 20 (2021) 4, S.534-548 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
DOI	10.1108/ETPC-10-2020-0131
Schlagwörter	High School Students; After School Programs; Role Playing; Social Bias; Action Research; Urban Schools; Games; Critical Literacy; Story Telling; LGBTQ People; Social Theories; Fantasy; Imagination; Clubs; Social Justice + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Rollenspiel; Projektforschung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Game; Spiel; Spiele; Kritisches Lesen; Gesellschaftstheorie; Fantasie; Club; Klub; Soziale Gerechtigkeit
Abstract	Purpose: This paper aims to describe the critical literacies of high school students engaged in a youth participatory action research (YPAR) project focused on a roleplaying game, Dungeons and Dragons, in a queer-led afterschool space. The paper illustrates how youth critique and resist unjust societal norms while simultaneously envisioning queer utopian futures. Using a queer theory framework, the authors consider how youth performed disidentifications and queer futurity. Design/methodology/approach: This study is a discourse analysis of approximately 85 hours of audio collected over one year. Findings: Youth engaged in deconstructive critique, disidentifications and queer futurity in powerful enactments of critical literacies that involved simultaneous resistance, subversion, imagination and hope as youth envisioned queer utopian world-building through their fantasy storytelling. Youth acknowledged the injustice of the present while radically envisioning a utopian future. Originality/value: This study offers an empirical grounding for critical literacies centered in queer theory and explores how youth engage with critical literacies in collaboratively co-authored texts. The authors argue that queering critical literacies potentially moves beyond deconstructive critique while simultaneously opening spaces for resistance, imagination and utopian world-making through linguistic and narrative-based tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11