Racial Micropolitical Literacy: Examining the Sociopolitical Realities of Teachers of Color Co-Constructing Student Transformational Resistance

Autor/in	Pham, Josephine H.
Titel	Racial Micropolitical Literacy: Examining the Sociopolitical Realities of Teachers of Color Co-Constructing Student Transformational Resistance
Quelle	In: Curriculum Inquiry, 52 (2022) 5, S.518-543 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pham, Josephine H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2022.2042162
Schlagwörter	Critical Literacy; Critical Race Theory; Social Justice; Racism; Minority Group Teachers; Asian Americans; Transformative Learning; Middle School Teachers; Student Participation; Social Action; Hispanic American Students; Weapons; Violence; Social Change; Middle School Students; Civics; California (Los Angeles) + Suchen Sie Ihr Suchwort? Kritisches Lesen; Soziale Gerechtigkeit; Rassismus; Asian immigrant; United States; Asiatischer Einwanderer; USA; Pädagogische Transformation; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Soziales Handeln; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Weapon; Waffe; Gewalt; Sozialer Wandel; Staatsbürgerkunde
Abstract	In connection with the historical legacy and imaginations of youth of Color advocating for more just and equitable futures, I consider the complex political terrain through which teachers of Color cultivate students' agency for social change within the narrow confines of schooling institutions. In this article, I conceptualize "racial micropolitical literacy" to analyze how teachers identify context-specific reproductions of whiteness and interlocking systems of oppression while learning to politically confront, navigate, and transform race and power through daily, embodied, and interactional practices. Through video recordings, ethnographic field notes, and interview data, I apply this framework to document the day-to-day practices of an Asian American teacher co-constructing student transformational resistance within a southeast Los Angeles, California public middle school. My analysis reveals that the teacher: (1) used critical artifacts to reconstruct carceral conditions of schooling into communal learning spaces of solidarity and activism, (2) engaged students in everyday dialogue about racism, power, and just possibilities, and (3) subverted scripted curricula by drawing on students and his own counternarratives as resources for sociopolitical learning. These practices were improvisationally leveraged on the day of a US national student-led walkout to expand multiple opportunities for politically marginalized Latinx students to organize collective action against gun violence. Offering a more intergenerational and intersectional lens of resistance and social change, I provide implications for eradicating oppressive schooling conditions that constrain the potential of students and teachers of Color as movement-makers and civic leaders in daily classroom life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01