Index
ISBN: 978-1-80043-453-0, eISBN: 978-1-80043-452-3
ISSN: 1479-3687
Publication date: 6 September 2021
This content is currently only available as a PDF
Citation
(2021), "Index", Rice, M.F. and Dallacqua, A.K. (Ed.) Luminous Literacies (Advances in Research on Teaching, Vol. 36), Emerald Publishing Limited, Leeds, pp. 223-231. https://doi.org/10.1108/S1479-368720210000036018
Publisher
:Emerald Publishing Limited
Copyright © 2021 by Emerald Publishing Limited
INDEX
Acting out scenes
, 88
Activism
returning to scholarship for
, 202
work connects pieces of injustice
, 201–202
Activist life
activism work connects pieces of injustice
, 201–202
education
, 191–192
elementary school teaching as activism
, 192
first activist efforts
, 190–191
flyer moment
, 196–197
graduate school
, 192–193
life in New Mexico
, 194–195
national actions
, 200–201
national-level activism
, 199–200
reactive activism
, 195–196
scholar activist
, 193
unofficial portraiture as activism
, 197–199
Activist scholar, lessons from being
, 202–203
Adolescent coping with trauma in classroom
, 78–80
Adverse Childhood Experiences (ACEs)
, 75
Affinity group
, 173
African American Education
, 47
Albuquerque, New Mexico
, 51–52
American Indian education
, 39
American Indian Movement (AIM)
, 121–122
Anthropology
, 39
Anti-deficit approaches
, 144–145
Apache Nations
, 210
Fort Sill
, 210
Jicarilla
, 210
Mescalero
, 210
Arts
, 40–41
arts-based second language acquisition
, 158–159
Assessment
, 46, 217
Atomic bomb
Fallout
, 114–116
Feynman
, 113–114
graphic novels and
, 112–116
Los Alamos and
, 110–111
Trinity
, 112–113
Attention-deficit hyperactivity disorder (ADHD)
, 134
Banks, James
, 45
Bend the Arc Jewish Action
, 201
Bering Strait theory
, 10–11
Big Politics
, 100–101
Bilingual education
, 39, 42
Bioregionalism
, 18
@BlackLivesMatter
, 66–67
Boarding Schools
, 120, 127
Bound
, 174
Camino Real de la Tierra Adentro
, 20–21
Canonicity
, 54
Cedar Crest, New Mexico
, 3
Celebrating New Mexico’s Indian Education Act program (2018)
, 47, 210–211
Chicanx Civil Rights Movement
, 87
Chicanx high school student
, 85–86
Children’s literature
, 66–67
Civil Rights Movement
, 66
Classroom
, 131–132
as affinity space
, 173
building classroom affinity space forgaming as literature
, 175
comedians
, 178–179
context
, 158–159
coping with trauma in
, 78–80
creating gaming and virtual reality learning stations
, 174–175
data analysis
, 177
Expert Gamers
, 177–178
findings
, 177–181
of gamers and nongamers
, 174
implications
, 181–184
outsiders
, 179–180
reflecting on video games and virtual reality
, 176–177
Team Aphrodite
, 180–181
theoretical orientation
, 173–174
Collaborative inquiry
, 51–52
PAR as
, 54–56
College of Education
, 38–39, 63–64
Colonization of New Mexico
, 16
Comedians
, 178–179
Common Core State Standards (CCSS)
, 99, 150
Communities of inquiry (CoI)
, 144
frameworks
, 144
and multimodal text sets
, 145–146
Community
, 42
Compassion fatigue
, 81
Conference on English Education (CEE)
, 43
Conscientious objector (CO)
, 190–191
Console games
, 174
Constructivist teaching
, 145–146
Contemporary musicals
, 88–89
Contestation
, 25
Contested homelands
, 17–19
Camino Real de Tierra Adentro
, 20–21
historic sites of contested homelands workshop
, 19–23
Palace of Governors
, 21–22
Pueblo Response
, 22–23
workshop
, 23–24
Context
, 42
Critical education
, 159–160
Critical literacy. See also Multimodal literacy
, 17, 54, 97–99, 106, 206–209
benefits of
, 106–107
development
, 160
final thoughts
, 107
inviting drama into classroom to promote
, 100–106
journey to
, 99–100
Critical place-based education
, 17
Critical thinking
, 109–110
Culturally relevant teaching pedagogy
, 64
Culturally responsive pedagogies
, 209
Culturally responsive teachers
, 145
Culturally responsive teaching
, 109–110
Culturally sustaining pedagogy
, 64
Culture
, 3–4, 40–41, 157–158
Curriculum. See also Locally relevant curriculum (LRC)
, 39, 109–110, 160–161
gaps in our in-school literature
, 57–59
and instruction
, 44
Daily journaling
, 78
Dear Evan Hansen (DEH),
, 88–89
Decolonization
, 17
Decolonizing education
, 120
Dialog journaling
, 33
reflection
, 33–34
Digital literacies, actionizing SJ through
, 144–145
Diné (Navajo) Nation
, 210
Disruption
, 202
Diversity
, 42, 99
Doctoral education. See also Teacher education
case study
, 47
choosing name
, 40–42
experiences of LLSS graduates
, 43–47
literacy and English education
, 43
new department
, 39–40
restructuring college
, 38–39
story of department
, 37–38
Drama as healing
, 90–92
Dramatic play
, 103–104
Dramatization
, 101
Education
, 191–192
drama, political, equity and
, 92
foundations of
, 40–41
specialties
, 40–41
systems
, 135
Educational activism
, 194
Educational Administration
, 39
Educational linguistics
, 39
Educational programs
, 160
Educational sociology
, 39
Educators
, 74
Elementary school teaching as activism
, 192
Emotional cost
, 81
Empowerment
, 98–99, 107
Engagement
, 110
English and language arts (ELA)
, 75, 144–145, 172
classroom
, 158
teachers in New Mexico
, 147
teaching
, 43
English education, literacy and
, 43
English Language Arts Teacher Educators (ELATE)
, 43
English Language Development
, 31
English language learners (ELLs)
, 79, 147–148, 160–161
English literacy development (ELD)
, 31
Equality New Mexico (EQNM)
, 132
Equity, drama, political, education and
, 92
Essay writing
, 164–165
Ethnic curriculums
, 131–132
Eurocentric curriculum
, 145
Eurocentric education system
, 120
European Contact
, 126–127
European exploration
, 16
Evidence-based practices
, 68
Experience literacy
, 157–158
Expert Gamers
, 177–178
Fallout
, 114–116
Feynman
, 113–114
First school
, 191
Fluidity
, 6–7
Freirean theory
, 207–208
Gallup, New Mexico
, 3
Gamers, classroom of
, 174
Gaming creation
, 174–175
Genders
, 86
General housekeeping
, 120–121
GLSEN
, 135
Google Chromebooks
, 33–34
Google Drive
, 162
Graduate school
, 192–193
Graphic novels
, 112
and atomic bomb
, 112–116
Fallout
, 114–116
Feynman
, 113–114
Trinity
, 112–113
Guided Language Acquisition Design (GLAD)
, 163–164
Health Education
, 39
Herencia
, 18
Historical cultural identity
, 123–124
History teacher
, 26
Homelands
, 18–19
Homelessness. See also McKinney-Vento Act
, 198
Humans of New York
, 3
Identity unit
, 162–165
creating narrative
, 164–165
identifying themes
, 164
text to tell story
, 162–163
thinking and constructing meaning
, 163–164
Illegal (graphic novel)
, 101, 104
Immigration
, 99
In-school literature curriculum
, 57–59
In-service educators
, 16
Indian Boarding School
, 120
Indian Education: A National Tragedy and a National Challenge
, 211
Indigenous actors
, 121
Indigenous children
, 120
Indigenous communities
, 4–5
Indigenous education
, 128–129
Indigenous history as US history
, 124, 128–129
assimilation and other assaults
, 127
European Contact
, 126–127
prehistory
, 125–126
self-determination movement
, 128
student debate
, 128
Indigenous homelands
, 19
Indigenous identities
, 120
Indigenous literature
indigenous history as US history
, 124–129
reading film and fiction
, 121–124
Indigenous model
, 120
Indigenous Peoples (American Indians, Native American, Natives)
, 121
Indigenous societies
, 16
Individualized education program (IEP)
, 134
Inequalities
, 97–99
Inequity in public education
, 206
Injustices
, 99
Inquiry
, 17
Instructional design
, 144
Intersectional identities
, 86
Israel/Palestine
, 25
Izabella
, 148–149
Jamestown Settlement, Virginia
, 20
Juan de Oñate
, 20
Juarez, Mexico
, 3–4
Justice-driven literacy educators
, 144–145
K-12 STEM
, 147–148
Kiva
, 22
Lakota Nation
, 4–5
Language
, 40–41
arts textbooks
, 65
Language, Literacy, and Sociocultural Studies (LLSS)
, 39–41, 100, 158
Assistant Professor A
, 44
experiences of three LLSS graduates
, 43–47
Professor M
, 45–46
Professor S
, 46–47
Las Cruces, New Mexico
, 148
Las Cruces Public Schools (LCPS)
, 147
Latino Education Task Force (LETF)
, 200–201
Learning Stations
, 174–175
Lego Star Wars: The ForceAwakens
, 174
Lesbian, gay, and bisexual students (LGB students)
, 132
Lesbian, gay, bisexual, transgender, queer, intersex, asexual, plus (LGBTQIA+)
, 131–132
in arts
, 139
exceptional model
, 132–133
LGBTQIA+ education
, 136–137
LGBTQIA+ literacy practices
, 136
LGBTQIA+ themes across subjects
, 137–139
LGBTQIA+ writers
, 7
in literature
, 137
in mathematics
, 137
in science
, 138–139
in social studies
, 138
student-led class time
, 133–134
tried things
, 134–135
Letter writing
, 88
LGBTQ+
, 87–88
Liberatory pedagogy
, 54
Literacy
, 11–12, 40–42, 44, 52, 157–158
education
, 144, 147–148
and English education
, 43
experiences for students
, 69–70
in NM Public Schools
, 210–211
Literature curriculum
, 53–54
Little politics
, 100–101
Locally relevant curriculum (LRC)
, 109–110
graphic novels
, 112
graphic novels and atomic bomb
, 112–116
Los Alamos and atomic bomb
, 110–111
Los Alamos
, 110
and atomic bomb
, 110–111
New Mexico
, 109–110
Manhattan Project
, 111, 114–115
Marginalized communities
, 52
Maus
, 112
Mesa Vista Elementary School (MVES)
, 197
Mexican American Legal Defense and Education Fund (MALDEF)
, 200–201
Mexico City, Mexico
, 20
Misconceptions of trauma
, 77–78
Miscue analysis
, 195–196
Moral Mondays
, 201
Multicultural education
, 39
Multicultural literature
, 64
Multiculturalism
, 3–4
Multiliteracies
, 161
Multimodal literacy. See also Critical literacy
, 158
challenges and opportunities
, 165–168
classroom context
, 158–159
identity unit
, 162–165
literature review
, 161–162
pedagogical background
, 159–161
Multimodal text sets
, 144
actionizing social justice through digital literacies
, 144–145
communities of inquiry and
, 145–146
implementation
, 149
Izabella
, 148–149
NMSU
, 147–148
recommendations for future implementation and research
, 153
unit
, 147–153
unit outline
, 150–152
unit reflections
, 152–153
Multimodality
, 161
National Assessment of Education Progress (NAEP)
, 193
National Endowment for Humanities
, 23
National Federation of Temple Youth (NFTY)
, 190
National Reading Panel
, 194
National-level activism
, 199–200
New London Group
, 161
New Mexico
, 16, 41–42, 109–110
Bering Strait
, 11
creating similar literacy experiences for students
, 69–70
education system
, 88
ELA teachers in
, 147
finding connection in literature for future students
, 66–70
indigenous nations in
, 210
Journal of Rikers Island
, 10
language arts teachers
, 61
life in
, 194–195
literacy
, 11–12
national actions
, 200–201
New Mexican students
, 6–7
photo essay
, 3
place orientations in teacher education
, 17–19
reflecting on literature
, 64–66
teaching
, 7–9
teaching practices
, 67–69
trail
, 12–13
uniqueness
, 210–213
Zuni class
, 4–5
New Mexico Center on Law and Poverty
, 213
New Mexico History Museum
, 23
New Mexico Indian Education Act (NMIEA)
, 212, 214, 217
New Mexico State University (NMSU)
, 147–148
NM Indian Education Center for Excellence (NMIECE)
, 211
NMCLP
, 214
No Child Left Behind Act (NCLB Act)
, 195, 217
Non-binary gender
, 133
Non-readers
, 69–70
Nongamers, classroom of
, 174
Nuevomexicano homelands
, 19
Open-ended qualitative study
, 55
Outsiders
, 179–180
Palace of Governors
, 21–22
Paley, Vivian
, 38
Palomas, Mexico
, 3–4
Parents and Teachers for Educated Community (PTEC)
, 200
Participatory action research (PAR)
, 51–52
as collaborative inquiry
, 54–56
Passover Seder
, 189–190
Pedagogies of place
, 17
Pentagon Papers, The
, 191
Photo essay
, 3
Place conscious pedagogies
, 17
Place learning
, 17
Place orientations of New Mexico
contestation
, 25
contested homelands workshop
, 23–24
historic sites of contested homelands workshop
, 19–23
learning from workshop experience
, 24–26
New Mexico’s place orientations in teacher education
, 17–19
place-conscious education
, 17–19
querencia
, 24–25
sites as storied texts
, 25–26
Place-conscious education
, 16–17, 19
Placed-based learning
, 109–110
Po’Pay
, 20, 22, 127
Poetry
, 57, 89
Politics
, 100–101
Poverty
, 99
Preservice educators
, 16
Preservice teachers
, 145–146, 149
Problem with Indian Administration, The
, 211
Process drama
, 68
Professional educator
, 206
Professional learning
, 23
Pueblo Response
, 22–23
Pueblos of New Mexico
, 22–23, 208
Acoma
, 210
Cochiti
, 210
Isleta
, 210
Jemez
, 210
Laguna
, 210
Nambe
, 210
OhkayOwingeh (Okhe)
, 210
Picuris
, 210
Pojoaque
, 210
San Felipe
, 210
San Ildefonso
, 210
Sandia
, 210
Santa Ana
, 210
Santa Clara
, 210
Santo Domingo
, 210
Taos
, 210
Tesuque
, 210
Zia
, 210
Zuni
, 210
Quad Text Set Framework
, 149
Queer role models
, 86
Queerphobia
, 87
Querencia
, 17–18
workshop experience in
, 24–25
Races
, 86
Racial curriculums
, 131–132
Racialized omission
, 208–209
Racism
, 87
Radical drama
drama, political, equity and education
, 92
drama, Teatro Campesino, and social justice
, 86–88
Teatro in action
, 88–92
Reactive activism
, 195–196
Reading
, 39
film and fiction
, 121–124
practices
, 172
Reconceptualization
, 40
Reflexive critical literacy
, 207–208
Reflexivity
, 145–146
Reformation
, 10
Reinhabitation
, 17
Renaissance
, 11
Restructuring college
, 38–39
Richard Feynman
, 113–114
Rio Grande
, 121
Role-playing
, 88
Round House, The
, 123
Santa Fe, New Mexico
, 33–34
Santa Fe Trail
, 20–21
Save Our Schools (SOS)
, 199–200
Scholar activist
, 193
School-Within-a-School (SWS)
, 191–192
Science, technology, engineering, and mathematics (STEM)
, 137
Second school
, 191
Secondary classrooms
, 173
Secondary literacy
, 43
Secondary Schooling and Indigenous Pueblo Youth: Dynamics of Power (2010)
, 216–217
Secondary traumatic stress
, 81
Segregation
, 99
Self-determination movement
, 128
Settlement
, 16
Sexism
, 87
Sexual orientations
, 86
Shakespeare
, 7, 57
She Wore a Yellow Ribbon
, 121
Sims-Bishop, Rudine
, 66–67
Sites as storied texts
, 17, 19
workshop experience in
, 25–26
Smoke Signals
, 122–123
Social action
, 42
Social injustices
, 97–98
Social justice (SJ)
, 86, 88, 144–145
actionizing SJ through digital literacies
, 144–145
theater
, 87
Social studies classroom
, 207–208
Social-emotional component
, 10
Sociocultural literacy practices
, 145–146
Socioeconomic statuses (SESs)
, 86
Socratic seminar discussion
, 68
Song analysis
, 88
Spanish colonial rule
, 20
Spanish empire
, 18
Stereotypes
, 99
Stories
, 38
Storytelling
, 32, 112
Students
literacy experiences for
, 69–70
in secondary education
, 109–110
student-centered instructional resources
, 145–146
student-in-role
, 105
and trauma
, 74–77
voice
, 32
Substance Abuse and Mental Health Services Administration
, 80
Super Mario 64
, 174
SWAG
, 33–34
Taos Pueblo
, 23
Target Text
, 149
Teacher education
, 16–17, 44
contested homelands
, 18–19
New Mexico’s place orientations in
, 17–19
Querencia
, 18
sites as layered, storied texts
, 19
workshop
, 23
Teachers
, 149
Bering Strait
, 11
Journal of Rikers Island
, 10
literacy
, 11–12
New Mexican students
, 6–7
photo essay
, 3
reflection
, 33–34
teacher-in-role
, 105
teaching
, 7–9
trail
, 12–13
Zuni class
, 4–5
Teachers Against Child Detention (TACD)
, 201
Teaching
, 7–8
language arts
, 148
practices
, 67–69
Team Aphrodite
, 180–181
Teatro Campesino
, 86–88
Teatro in action
, 88–92
drama as healing
, 90–92
recentering through windows and mirrors
, 88–90
Technological and cultural contexts
, 158
Text analysis
, 88
Text selection practices
, 53–54
blend of personal history, canonical traditions, and critical perspectives
, 59–60
findings
, 56–60
framing collaborative study
, 53–54
gaps in in-school literature curriculum
, 57–59
high school language arts teachers
, 51–52
implications for US and for New Mexico language arts teachers at large
, 61
PAR as collaborative inquiry
, 54–56
parallel experiences with Western Canon across decades
, 56–57
teaching
, 52–53
Text sets
, 144, 146
Textual study
, 144–145
Thunderheart
, 121–122
TikTok
, 152
Traditional academic knowledge
, 120
Transform Education NM Platform
, 218–219
Transformational critical literacy
, 207–208
Trauma
coping with trauma in classroom
, 78–80
misconceptions of
, 77–78
students and
, 74–77
trauma-informed teaching
, 77
Trevor Project, The
, 132
Trigger warnings (TWs)
, 76
Trinity
, 112–113
Trujillo’s disenfranchisement
, 208
Uncharted 3:Drake’s Deception
, 174
Uniqueness of New Mexico
, 210–213
Unit reflections
, 152–153
University of New Mexico (UNM)
, 99–100
Unofficial portraiture as activism
, 197–199
US history, indigenous history as
, 124–129
US Indian Citizenship Act (1924)
, 208
Video games
, 172
reflecting on
, 176–177
Video-sharing application
, 152
Vietnam War, The
, 190–191
Virtual reality (VR)
, 172
games
, 173
learning stations
, 174–175
reflecting on
, 176–177
Visual art
, 79
Voice
, 32
Wayward Sky
, 174
Western Canon
, 53–54
What’s On Your Mind (WOYM),
, 32–33
White Sands Missile Range (Alamogordo, New Mexico)
, 110
Writing
practices
, 172
processes
, 32
Yazzie/Martinez v. The State of New Mexico
, 206
challenging system
, 213–215
hope for change
, 218–219
implications for literacy
, 207–210
key statistics about New Mexican school children
, 207
testimony
, 215–217
uniqueness of New Mexico
, 210–213
Young adult (YA)
, 72
acknowledging personal weight
, 80–81
coping with trauma in classroom
, 78–80
literature as lifeline
, 71–74
misconceptions of trauma
, 77–78
reaching for resilience
, 81–82
students and trauma
, 74–77
Youth literacy practices
, 161–162
Zuni class
, 4–5
- Prelims
- Part I Highlighting Our Contexts
- Teachers of New Mexico: A Photo Essay
- Querencias, Contested Homelands, and Sites as Storied Texts: Exploring the Place Orientations of New Mexico in a Teacher Workshop
- Dialog Journals in the Secondary Classroom: Promoting Growth, Resilience, and Storytelling
- Reimagining Doctoral Education for Sociocultural Goals in New Mexico: One Department's Story
- Part II Using Personal Histories to Illuminate Literacy Texts and Practices
- Individual, Historical, and Critical Contexts: Investigating the Text Selection Practices of Four New Mexican Language Arts Teachers
- Waking up to the Literacies and Diversities of New Mexico
- Creating a Safe Space for Students to Explore Trauma and Build Resilience through Young Adult Literature, Creative Composing, and Personal Experiences
- Radical Drama as Educational Catharsis
- Part III Finding Light in Critical Practices and Local Identities
- Transforming Teaching through Critical Literacies
- Creating Locally Relevant Curriculum with Graphic Novels
- Teaching Indigenous Literature and History as US Literature and History
- Asserting LGBTQIA+ Literacy Practices in the Curriculum
- Part IV Luminous Multimodal Literacies in Action
- Literacies to Grow and Teach: Cultivating a Spirit of Inquiry through Multimodal Text Sets
- Using Multimodal Literacy: Challenges and Opportunities in a Nontraditional Classroom
- Creating a Classroom Affinity Space with Video Games and Virtual Reality as Literature
- Part V Shedding Light on Literacies Past and Future
- Cultivating the Activist Life
- How Yazzie-Martinez v. NM Highlights Inequities in Public Education for Indigenous Students and Underscores the Need for Critical Literacy Education
- Index