Literacy Research for Political Action and Social Change

Contents: Kris D. Gutiérrez: Foreword. Historicizing Literacy - Mollie V. Blackburn/Caroline T. Clark: Introduction. Making Local and Global Connections in Literacy Research for Political Action - Mollie V. Blackburn/Caroline T. Clark: Bridging the Local/Global Divide: Theorizing Connections Between Global Issues and Local Action - Adrienne Dixson/David Bloome: Jazz, Critical Race Theories, and the Discourse Analysis of Literacy Events in Classrooms - Gloria Jacobs: Locating the Local: Developing Methodology for Problematizing the Construction of Context - JoBeth Allen: «So...» - Stephanie Power Carter: «Inside Thing»: Negotiating Race and Gender in a High School British Literature Classroom - Catherine Compton-Lilly: Forms of Reading Capital: Learning from One GED Family - Suzanne de Castell/Jennifer Jenson: No Place Like Home: Sexuality, Community, and Identity Among Street-Involved Queer and Questioning Youth - Erica Rosenfeld Halverson: Listening to the Voices of Queer Youth: The Dramaturgical Process as Identity Exploration - Kevin M. Leander/Steven Mills: Transnational Development of an Online Role Player Game by Youth - Glynis O'Garro Joseph/Garrett Albert Duncan: Language, Literacy, and Love: The Denial and Restoration of Coevalness at an Urban Elementary School - Gerald Campano/James S. Damico: Doing the Work of Social Theorists: Children Enacting Epistemic Privilege as Literacy Learners and Teachers - Ernest Morrell: Critical Literacy and Popular Culture in Urban Education: Toward a Pedagogy of Access and Dissent - Gustave Weltsek/Carmen Medina: In Search of the Glocal Through Process Drama - Carol D. Lee: Afterword. Literacy Research as Political Action.

The Editors: Mollie V. Blackburn is an Associate Professor in the School of Teaching and Learning at the Ohio State University. She completed her doctoral studies at the University of Pennsylvania in 2001, where she received an award for writing a dissertation that advocates for social justice. Her research is critical and activist in nature and works to explore the ways in which youth engage in literacy performances to construct their identities and work for social change. Her work has been published in such journals as Teachers College Record and Research in the Teaching of English (RTE) among others. She received the Alan C. Purves Award for an article in RTE deemed rich with implications for classroom practice.
Caroline T. Clark is an Associate Professor in the School of Teaching and Learning at the Ohio State University. She completed her doctoral work at the University of Michigan. Her teaching and scholarship focus on literacy learning across formal/school and informal settings and on community-based literacy research with young people for social action. She has published work in the American Educational Research Journal, Teachers College Record, the Journal of Literacy Research, and the Journal of Adolescent and Adult Literacy, among others. She has taught English language arts in both secondary and elementary settings and has worked with literacy learners in a variety of after-school programs.