Positioning Self and Other: Building Equity Literacy in Collaboration

Autor/inn/en	Rust, Julie; Wessel-Powell, Christy
Titel	Positioning Self and Other: Building Equity Literacy in Collaboration
Quelle	In: Literacy, 56 (2022) 2, S.160-173 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rust, Julie) ORCID (Wessel-Powell, Christy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12276
Schlagwörter	Educational Cooperation; Drama; Youth; Teachers; Equal Education; Critical Literacy; Public Schools; Private Schools; Charter Schools; Cultural Differences; Racial Differences; Social Differences; Attitudes + Suchen Sie Ihr Suchwort? Education; cooperation; Kooperation; Schauspiel; Jugend; Jugendlicher; Jugendalter; Lehrer; Lehrerin; Lehrende; Kritisches Lesen; Public school; Öffentliche Schule; Private school; Privatschule; Charter school; Charter-Schule; Kultureller Unterschied; Rassenunterschied; Sozialer Unterschied; Attitude; Einstellung; Verhalten
Abstract	Collaborative meaning-making across difference is often undertaken in pursuit of equity, but too often socially constructed power differentials between collaborators on the basis of social class, race, gender, ability, age or other markers are reified. This article examines the ripples produced by one literacy collaboration that took place across public, private and charter schools, nested within urban, suburban and rural districts, traversing cultural, racial and class boundaries. Specifically, we examine retrospective interview data from youth and teachers reflecting on a collaborative project that asked youth to work together with young people from other schools to compose dramatic performances together. Our findings reveal limitations to equitable outcomes across disparate groups working together, particularly around identity markers like race or neurological difference. After juxtaposing a range of positionalities that youth took up when describing the experience of this field trip after the fact, we suggest a set of equity literacy tools for teachers and researchers interested in facilitating more equitable collaborations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01