Tiffany DeJaynes | Lehman College of CUNY (original) (raw)
Books by Tiffany DeJaynes
English Journal, 2023
Tiffany A. DeJaynes reviews a book that invites teachers to reimagine themselves as gatherers of ... more Tiffany A. DeJaynes reviews a book
that invites teachers to reimagine
themselves as gatherers of guests
and as hosts of learning experiences
English Teaching Practice & Critique, 2020
Purpose-This paper aims to examine a school-based Youth Participatory Action Research (YPAR) proj... more Purpose-This paper aims to examine a school-based Youth Participatory Action Research (YPAR) project on educational inequity and high stakes testing. Design/methodology/approach-A former high school teacher (currently a university professor) and two former students (currently research assistants and university students) take up a youth studies framework to collaboratively resee multimodal artifacts from a tenth-grade course in qualitative research. Findings-Findings illustrate the power of finding allies in peers and educators; the transformative power of deep participation; and the longitudinal nature of social change and action. Thus, this research demonstrates that when students are positioned as researchers, experts and knowledge producers, they can collaborate with one another, teachers and administrators to confront social inequities within their schools and beyond. Originality/value-This study has value for applying critical, youth-centered pedagogies in secondary English language arts classrooms and schools.
"In this volume, the aesthetic contours of literacies and communication are explored through a co... more "In this volume, the aesthetic contours of literacies and communication are explored through a collection of chapters authored by educators, emerging and established researchers, youth researchers, and teaching artists whose lives intersect with those of young people inside and outside of formal institutional settings. At the heart of the varied research and curricular projects – ranging from writing workshops and photography walks to a theater elective at an alternative to incarceration program – represented in this volume is the pursuit of play, imagination, multimodal expression. The authors share their experiences working with court-involved youth to explore issues related to justice, community, identity, and representation through engagement with multiple media and modes – including photography, theater, writing, painting, and video.
** Proceeds from book sales go to support court-involved youth and the alternative to incarceration and alternative to detention organizations featured in this book. **"
More Info: co-editor with Lalitha Vasudevan
Publisher: Peter Lang
Publication Date: 2013
Papers by Tiffany DeJaynes
English Teaching: Practice & Critique
Purpose This paper aims to examine a school-based Youth Participatory Action Research (YPAR) proj... more Purpose This paper aims to examine a school-based Youth Participatory Action Research (YPAR) project on educational inequity and high stakes testing. Design/methodology/approach A former high school teacher (currently a university professor) and two former students (currently research assistants and university students) take up a youth studies framework to collaboratively resee multimodal artifacts from a tenth-grade course in qualitative research. Findings Findings illustrate the power of finding allies in peers and educators; the transformative power of deep participation; and the longitudinal nature of social change and action. Thus, this research demonstrates that when students are positioned as researchers, experts and knowledge producers, they can collaborate with one another, teachers and administrators to confront social inequities within their schools and beyond. Originality/value This study has value for applying critical, youth-centered pedagogies in secondary English lan...
In this volume, the aesthetic contours of literacies and communication are explored through a col... more In this volume, the aesthetic contours of literacies and communication are explored through a collection of chapters authored by educators, emerging and established researchers, youth researchers, and teaching artists whose lives intersect with those of young people inside and outside of formal institutional settings. At the heart of the varied research and curricular projects – ranging from writing workshops and photography walks to a theater elective at an alternative to incarceration program – represented in this volume is the pursuit of play, imagination, multimodal expression. The authors share their experiences working with court-involved youth to explore issues related to justice, community, identity, and representation through engagement with multiple media and modes – including photography, theater, writing, painting, and video.
Journal of Adolescent & Adult Literacy
English Journal, 2015
I'm from "you'll understand when you're older," but perfectly understanding... more I'm from "you'll understand when you're older," but perfectly understanding right now.-Talia, poetry excerpt, grade 10In many places in their lives, youth hear that they are not yet ready to understand difficult personal and social issues, yet they are, in fact, invested in critical social questions that affect their lives and those of their families and communities. In this article, we examine how we- as high school teachers-have cultivated classroom spaces for youth to critically interrogate social questions and foster values of global citizenship and communal responsibility. Following Gerald Campano and Maria Paula Ghiso, who consider immigrant youth and their families to be cosmopolitan intellectuals, we take the stance that all youth are already cosmopolitan intellectuals engaged in contemporary cultural and political debates and realities with their friends and families. Thus, we focus our pedagogical endeavors on cultivating spaces where youth engage in ...
E-Learning and Digital Media, 2015
The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnogr... more The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnographies as part of a research course in their urban public high school. Through ethnographic data collection, youth researched their own lives, cultures, and beliefs with the end goal of producing multimodal films that represented their embodied senses of “Where I’m From”, broadly defined. As youth collected and interpreted culturally and personally meaningful artifacts, stories, memories, and family discourses, the cosmopolitan habits of mind and heart that it is argued are important for nurturing reflective citizens of the world. In the process of video production or self-curation, youth palpably negotiated and represented complex, often transnational, identities through the sophisticated use of a range of representational modes and art forms. The paper illustrates how youth-produced multimodal texts such as films can serve as a kind of social glue in educational communities, an invitat...
Journal of Adolescent and Adult Literacy, 2019
Youth researchers used photography, collage, and videography to transform their school hallways i... more Youth researchers used photography, collage, and videography to transform their school hallways into a space for critical conversations about race and gender. Y oung people use multimodal resources such as video-and photo-editing tools and social media (e.g., Twitter, Instagram) in myriad ways to participate in civic life (Mirra & Garcia, 2017; Stornaiuolo & Thomas, 2017). Given the ubiquity of digital tools for composing and circulating multimodal narratives, youths actively take up these resources to resist dehumanizing narratives and push the boundaries of civic engagement, online and offline. The curriculum that we describe in this article exemplifies our belief that young people are culturally and intellectually engaged global citizens, or cosmopolitan intellectuals (DeJaynes & Curmi, 2015), who ask critical questions about the social worlds they traverse in the increasingly interconnected and mediated spaces of their lives. In this article, we-a university-based researcher (Tiffany) and a classroom teacher (Chris)-examine the research and activism of 10th graders (ages 15-16) involved in a youth participatory action research (YPAR) project. The youth researchers focused on the "lack of options for relatable characters for women of color" (classroom artifact, June 2017) in popular media and provoked critical conversations about race and gender in their school community. In a final hallway collage of words, photos, and a link to a film, the youth researchers juxtaposed media tropes with the multiple identities and experiences of young women of color in their school to visually narrate and celebrate their lived realities as scholars, media makers, and civic actors for an audience of peers, teachers, and school leaders.
English Journal, 2018
As a classroom researcher, Tiffany DeJaynes revisited the curriculum of an English elective she h... more As a classroom researcher, Tiffany DeJaynes revisited the curriculum of an English elective she helped design and found students using artifacts to investigate personal identity and create community.
English Journal, 2019
Working in research teams, public school students in New York approached questions about gender i... more Working in research teams, public school students in New York approached questions about gender identities and sexualities and then, based on their findings, advocated for institutional reforms.
The SAGE Handbook of Digital Dissertations and Theses, 2012
E-learning and Digital Media, 2015
The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnogr... more The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnographies as part of a research course in their urban public high school. Through ethnographic data collection, youth researched their own lives, cultures, and beliefs with the end goal of producing multimodal films that represented their embodied senses of “Where I’m From”, broadly defined. As youth collected and interpreted culturally and personally meaningful artifacts, stories, memories, and family discourses, they developed cosmopolitan habits of mind and heart that are important for nurturing reflective citizens of the world. In the process of video production or self-curation, youth palpably negotiated and represented complex, often transnational, identities through the sophisticated use of a range of representational modes and art forms. The paper illustrates how youth-produced multimodal texts such as films can serve as a kind of social glue in educational communities, an invitation for youth to make visible a range of local and global affiliations, creating a sense of belonging and deeper knowing in increasingly diverse learning contexts.
English Journal, 2015
Two high school teachers examine classroom moments that position youth as cosmopolitan intellectu... more Two high school teachers examine classroom moments that position
youth as cosmopolitan intellectuals and invested community members as opposed to disengaged and disaffected adolescents.
English Journal, 2023
Tiffany A. DeJaynes reviews a book that invites teachers to reimagine themselves as gatherers of ... more Tiffany A. DeJaynes reviews a book
that invites teachers to reimagine
themselves as gatherers of guests
and as hosts of learning experiences
English Teaching Practice & Critique, 2020
Purpose-This paper aims to examine a school-based Youth Participatory Action Research (YPAR) proj... more Purpose-This paper aims to examine a school-based Youth Participatory Action Research (YPAR) project on educational inequity and high stakes testing. Design/methodology/approach-A former high school teacher (currently a university professor) and two former students (currently research assistants and university students) take up a youth studies framework to collaboratively resee multimodal artifacts from a tenth-grade course in qualitative research. Findings-Findings illustrate the power of finding allies in peers and educators; the transformative power of deep participation; and the longitudinal nature of social change and action. Thus, this research demonstrates that when students are positioned as researchers, experts and knowledge producers, they can collaborate with one another, teachers and administrators to confront social inequities within their schools and beyond. Originality/value-This study has value for applying critical, youth-centered pedagogies in secondary English language arts classrooms and schools.
"In this volume, the aesthetic contours of literacies and communication are explored through a co... more "In this volume, the aesthetic contours of literacies and communication are explored through a collection of chapters authored by educators, emerging and established researchers, youth researchers, and teaching artists whose lives intersect with those of young people inside and outside of formal institutional settings. At the heart of the varied research and curricular projects – ranging from writing workshops and photography walks to a theater elective at an alternative to incarceration program – represented in this volume is the pursuit of play, imagination, multimodal expression. The authors share their experiences working with court-involved youth to explore issues related to justice, community, identity, and representation through engagement with multiple media and modes – including photography, theater, writing, painting, and video.
** Proceeds from book sales go to support court-involved youth and the alternative to incarceration and alternative to detention organizations featured in this book. **"
More Info: co-editor with Lalitha Vasudevan
Publisher: Peter Lang
Publication Date: 2013
English Teaching: Practice & Critique
Purpose This paper aims to examine a school-based Youth Participatory Action Research (YPAR) proj... more Purpose This paper aims to examine a school-based Youth Participatory Action Research (YPAR) project on educational inequity and high stakes testing. Design/methodology/approach A former high school teacher (currently a university professor) and two former students (currently research assistants and university students) take up a youth studies framework to collaboratively resee multimodal artifacts from a tenth-grade course in qualitative research. Findings Findings illustrate the power of finding allies in peers and educators; the transformative power of deep participation; and the longitudinal nature of social change and action. Thus, this research demonstrates that when students are positioned as researchers, experts and knowledge producers, they can collaborate with one another, teachers and administrators to confront social inequities within their schools and beyond. Originality/value This study has value for applying critical, youth-centered pedagogies in secondary English lan...
In this volume, the aesthetic contours of literacies and communication are explored through a col... more In this volume, the aesthetic contours of literacies and communication are explored through a collection of chapters authored by educators, emerging and established researchers, youth researchers, and teaching artists whose lives intersect with those of young people inside and outside of formal institutional settings. At the heart of the varied research and curricular projects – ranging from writing workshops and photography walks to a theater elective at an alternative to incarceration program – represented in this volume is the pursuit of play, imagination, multimodal expression. The authors share their experiences working with court-involved youth to explore issues related to justice, community, identity, and representation through engagement with multiple media and modes – including photography, theater, writing, painting, and video.
Journal of Adolescent & Adult Literacy
English Journal, 2015
I'm from "you'll understand when you're older," but perfectly understanding... more I'm from "you'll understand when you're older," but perfectly understanding right now.-Talia, poetry excerpt, grade 10In many places in their lives, youth hear that they are not yet ready to understand difficult personal and social issues, yet they are, in fact, invested in critical social questions that affect their lives and those of their families and communities. In this article, we examine how we- as high school teachers-have cultivated classroom spaces for youth to critically interrogate social questions and foster values of global citizenship and communal responsibility. Following Gerald Campano and Maria Paula Ghiso, who consider immigrant youth and their families to be cosmopolitan intellectuals, we take the stance that all youth are already cosmopolitan intellectuals engaged in contemporary cultural and political debates and realities with their friends and families. Thus, we focus our pedagogical endeavors on cultivating spaces where youth engage in ...
E-Learning and Digital Media, 2015
The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnogr... more The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnographies as part of a research course in their urban public high school. Through ethnographic data collection, youth researched their own lives, cultures, and beliefs with the end goal of producing multimodal films that represented their embodied senses of “Where I’m From”, broadly defined. As youth collected and interpreted culturally and personally meaningful artifacts, stories, memories, and family discourses, the cosmopolitan habits of mind and heart that it is argued are important for nurturing reflective citizens of the world. In the process of video production or self-curation, youth palpably negotiated and represented complex, often transnational, identities through the sophisticated use of a range of representational modes and art forms. The paper illustrates how youth-produced multimodal texts such as films can serve as a kind of social glue in educational communities, an invitat...
Journal of Adolescent and Adult Literacy, 2019
Youth researchers used photography, collage, and videography to transform their school hallways i... more Youth researchers used photography, collage, and videography to transform their school hallways into a space for critical conversations about race and gender. Y oung people use multimodal resources such as video-and photo-editing tools and social media (e.g., Twitter, Instagram) in myriad ways to participate in civic life (Mirra & Garcia, 2017; Stornaiuolo & Thomas, 2017). Given the ubiquity of digital tools for composing and circulating multimodal narratives, youths actively take up these resources to resist dehumanizing narratives and push the boundaries of civic engagement, online and offline. The curriculum that we describe in this article exemplifies our belief that young people are culturally and intellectually engaged global citizens, or cosmopolitan intellectuals (DeJaynes & Curmi, 2015), who ask critical questions about the social worlds they traverse in the increasingly interconnected and mediated spaces of their lives. In this article, we-a university-based researcher (Tiffany) and a classroom teacher (Chris)-examine the research and activism of 10th graders (ages 15-16) involved in a youth participatory action research (YPAR) project. The youth researchers focused on the "lack of options for relatable characters for women of color" (classroom artifact, June 2017) in popular media and provoked critical conversations about race and gender in their school community. In a final hallway collage of words, photos, and a link to a film, the youth researchers juxtaposed media tropes with the multiple identities and experiences of young women of color in their school to visually narrate and celebrate their lived realities as scholars, media makers, and civic actors for an audience of peers, teachers, and school leaders.
English Journal, 2018
As a classroom researcher, Tiffany DeJaynes revisited the curriculum of an English elective she h... more As a classroom researcher, Tiffany DeJaynes revisited the curriculum of an English elective she helped design and found students using artifacts to investigate personal identity and create community.
English Journal, 2019
Working in research teams, public school students in New York approached questions about gender i... more Working in research teams, public school students in New York approached questions about gender identities and sexualities and then, based on their findings, advocated for institutional reforms.
The SAGE Handbook of Digital Dissertations and Theses, 2012
E-learning and Digital Media, 2015
The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnogr... more The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnographies as part of a research course in their urban public high school. Through ethnographic data collection, youth researched their own lives, cultures, and beliefs with the end goal of producing multimodal films that represented their embodied senses of “Where I’m From”, broadly defined. As youth collected and interpreted culturally and personally meaningful artifacts, stories, memories, and family discourses, they developed cosmopolitan habits of mind and heart that are important for nurturing reflective citizens of the world. In the process of video production or self-curation, youth palpably negotiated and represented complex, often transnational, identities through the sophisticated use of a range of representational modes and art forms. The paper illustrates how youth-produced multimodal texts such as films can serve as a kind of social glue in educational communities, an invitation for youth to make visible a range of local and global affiliations, creating a sense of belonging and deeper knowing in increasingly diverse learning contexts.
English Journal, 2015
Two high school teachers examine classroom moments that position youth as cosmopolitan intellectu... more Two high school teachers examine classroom moments that position
youth as cosmopolitan intellectuals and invested community members as opposed to disengaged and disaffected adolescents.