Lindsey Lichtenberger - Academia.edu (original) (raw)

Uploads

Publications by Lindsey Lichtenberger

Race, Justice, Activism in Literacy Instruction, 2020

This chapter builds on the argument from Irizarry’s chapter that “most schools teach the same con... more This chapter builds on the argument from Irizarry’s chapter that “most schools teach the same content offered to generations past, often eschewing...the lived experiences and cultural practices students of color bring with them into classrooms.” Using a paired-format to examine a collaborative inquiry that bridges the longstanding divide among research, praxis, and action in literacy instruction, the authors draw from students’ experiences and constructed identities (Caraballo, 2016) in a Youth Participatory Action Research (YPAR) project. Using critical participatory epistemologies (Cammarota & Romero, 2009), culturally sustaining pedagogies (Paris & Alim, 2014), and critical urban literacies (Kinloch, 2011), the authors make an argument for supporting social justice in education for those most underserved by our schools and in our society. The first author (Limarys) outlines and discusses findings from a long-term research study of preservice teachers’ experiences in the youth research seminar. The second author (Lindsey) reflects on how her engagement as a preservice teacher participant and co-researcher in the program informs her perspectives about curriculum and pedagogy. They discuss how students’ construction and negotiation of identities and literacies in action projects, research presentations, and hip hop and spoken word performances support their critical engagement and agency in addressing educational, social, and racial injustices. The chapter concludes with a discussion of implications for how educators can rethink curriculum and pedagogy in schools by relying on critical literacies to attend to race, justice, and activism.

Race, Justice, Activism in Literacy Instruction, 2020

This chapter builds on the argument from Irizarry’s chapter that “most schools teach the same con... more This chapter builds on the argument from Irizarry’s chapter that “most schools teach the same content offered to generations past, often eschewing...the lived experiences and cultural practices students of color bring with them into classrooms.” Using a paired-format to examine a collaborative inquiry that bridges the longstanding divide among research, praxis, and action in literacy instruction, the authors draw from students’ experiences and constructed identities (Caraballo, 2016) in a Youth Participatory Action Research (YPAR) project. Using critical participatory epistemologies (Cammarota & Romero, 2009), culturally sustaining pedagogies (Paris & Alim, 2014), and critical urban literacies (Kinloch, 2011), the authors make an argument for supporting social justice in education for those most underserved by our schools and in our society. The first author (Limarys) outlines and discusses findings from a long-term research study of preservice teachers’ experiences in the youth research seminar. The second author (Lindsey) reflects on how her engagement as a preservice teacher participant and co-researcher in the program informs her perspectives about curriculum and pedagogy. They discuss how students’ construction and negotiation of identities and literacies in action projects, research presentations, and hip hop and spoken word performances support their critical engagement and agency in addressing educational, social, and racial injustices. The chapter concludes with a discussion of implications for how educators can rethink curriculum and pedagogy in schools by relying on critical literacies to attend to race, justice, and activism.