Hilary E . Hughes - Profile on Academia.edu (original) (raw)
Papers by Hilary E . Hughes
Racialized Bodies as Lived Experiences: How Phenomenology Might Off er Literacy Studies Another Perspective on the Body
Middle Grades Review, Sep 1, 2018
In this article we explore how educational researchers report empirical qualitative research abou... more In this article we explore how educational researchers report empirical qualitative research about young people's social media use. We frame the overall study with an understanding that social media sites contribute to the production of neoliberal subjects, and we draw on Foucauldian discourse theories and the understanding that how researchers explain topics and concepts produces particular ways of thinking about the world while excluding others. Findings include that: 1) there is an absence of attention to the structure and function of social media platforms; 2) adolescents are positioned in problematic, developmental ways; and 3) the over-representation of girls and young women in these studies contributes to the feminization of problems on social media. We conclude by calling for future research that can serve as a robust resource for exploring adolescents' social media use in more productive, nuanced ways.
Exploring Qualitative Research Methods that Empower Young Adolescents
Phenomenal bodies, phenomenal girls
Writing through a Tragedy
English Journal, Jul 1, 2004
Middle School Journal, Mar 1, 2009
Working Through the Uncertainties in Equity-Oriented Supervision
SensePublishers eBooks, 2012
“Ewwwwwww,” I hear from several student teachers sitting around the dinner table. It is the end o... more “Ewwwwwww,” I hear from several student teachers sitting around the dinner table. It is the end of the semester and I have invited the group of pre-service students who I have been supervising to join me at a local restaurant so we can celebrate the end of their student teaching experiences.
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
Journal of Teacher Education, Sep 21, 2015
In this cross-institutional, qualitative case study, two teacher educators in urban teacher educa... more In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.’s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the development of relationships and community within our classes, (b) honored preservice teachers’ lived experiences and existing attitudes, (c) introduced preservice teachers to multiple perspectives of viewing the world, and (d) provided a vision of equitable, intellectually challenging teaching and learning. Drawing on our data, we offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. We highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
Public Relations Review, Mar 1, 2016
Len-Ríos, M. E., et al. Early adolescents as publics: A national survey of teens with social medi... more Len-Ríos, M. E., et al. Early adolescents as publics: A national survey of teens with social media accounts, their media use preferences, parental mediation, and perceived Internet literacy. Public Relations Review (2015),
Unexpected Manifestations of (Dis)Orientation
Qualitative Inquiry, Jun 18, 2013
The story presented here is adapted from my phenomenological dissertation project, which I wrote ... more The story presented here is adapted from my phenomenological dissertation project, which I wrote as a multigenre dissertation in a format similar to a teen magazine. It is a story of bodies and girls and resistance. It is a story of an incredible group of seventh grade girls of color who embodied some kind of agency in resistance-to a phenomenon I named bodily-not-enoughness: those moments in American culture when someone or something tells girls and women we are not enough of something in our lived or physical bodies. Because this story is about lives that are not yet over, I present it in the way that stories are lived: fragmented, selectively, contextually constructed (Richardson, 1997), and with plenty of interruptions.
Racial justice and the middle grades
Middle School Journal
Teachers as Curriculum Designers: Inviting Teachers into the Productive Struggle
RMLE Online
Abstract This exploratory, embedded single study examined the experiences of middle grades teache... more Abstract This exploratory, embedded single study examined the experiences of middle grades teacher design teams over 10 months as they were immersed in the development of interdisciplinary curriculum units using a backward design framework. The teachers were supported by a researcher-practitioner partnership and situated in a middle level school structure that valued teachers’ engagement with curriculum design. Most notably, we found that the teachers experienced productive struggle throughout their design process and, as a result, shifted their pedagogical design capacity from adapting or offloading to improvising their curriculum. These findings are particularly significant to middle grades education because of the importance of curricular learning experiences for young adolescents that are challenging, exploratory, integrative, and diverse. Teachers can better create these kinds of experiences for their middle grades students if they are the ones designing those experiences with their particular students in mind.
Teachers as Curriculum Designers
Routledge eBooks, Mar 8, 2023
Better Together
Routledge eBooks, Mar 8, 2023
Vulnerability, Courage, and Collaboration: Exploring Humanity in Middle-Level Educational Leadership
Proceedings of the 2022 AERA Annual Meeting
Phenomenal bodies, phenomenal girls
Fourteen is the New Thirty: Adolescent Girls, their Bodies, and Sexuality
Developmentalism in Early Childhood and Middle Grades Education, 2010
Dear authority figures, Hi! My name is Meg and I am 14 years old. I’m assuming if you’re reading ... more Dear authority figures, Hi! My name is Meg and I am 14 years old. I’m assuming if you’re reading this that you’re about to teach me or maybe you already have taught me. I was invited to write this opening letter because I believe that what you think you know is not always what is going on. (Actually, “invited” has multiple connotations for people, so how about if we go with “strongly encouraged” to help keep it real. My mother recently caught me sneaking out at 3 in the morning to hang out with my boyfriend, so this is one of my adult-enforced-consequences-for-my actions-kind-of-thing.) Anyway, I’d like you to think about a few things as you read the following (brilliant) chapter written by my language arts teacher.
Working Through the Uncertainties in Equity-Oriented Supervision
Supervising Student Teachers, 2012
“Ewwwwwww,” I hear from several student teachers sitting around the dinner table. It is the end o... more “Ewwwwwww,” I hear from several student teachers sitting around the dinner table. It is the end of the semester and I have invited the group of pre-service students who I have been supervising to join me at a local restaurant so we can celebrate the end of their student teaching experiences.
Unexpected Manifestations of (Dis)Orientation: Learning From 12-Year-Old Girls How to Talk Back in Order to Be Enough
Qualitative Inquiry, 2013
The story presented here is adapted from my phenomenological dissertation project, which I wrote ... more The story presented here is adapted from my phenomenological dissertation project, which I wrote as a multigenre dissertation in a format similar to a teen magazine. It is a story of bodies and girls and resistance. It is a story of an incredible group of seventh grade girls of color who embodied some kind of agency in resistance-to a phenomenon I named bodily-not-enoughness: those moments in American culture when someone or something tells girls and women we are not enough of something in our lived or physical bodies. Because this story is about lives that are not yet over, I present it in the way that stories are lived: fragmented, selectively, contextually constructed (Richardson, 1997), and with plenty of interruptions.
English Teaching-practice and Critique, Sep 1, 2011
American consumerism has historically taught women and girls -and now men and boys -how to live i... more American consumerism has historically taught women and girls -and now men and boys -how to live in what I refer to here as bodily-notenoughness: the idea of not being enough of something in one's body (not thin-enough, pretty-enough, feminine/masculine-enough, white-enough, middle-class-enough, straight-enough, and so on.). The bodily practices we learn in American popular and education culture teach us to keep our bodies under strict surveillance so we can locate these imperfections -both physically and lived -and improve them; they also teach us to read bodies as normal or deficient visual texts, as enough or not enough. In order to unlearn how we read each others' bodies in education and teaching, I suggest here that we first have to acknowledge bodies in education and teaching so we can then have the conversations that will help us read each other's bodies differently.
Racialized Bodies as Lived Experiences: How Phenomenology Might Off er Literacy Studies Another Perspective on the Body
Middle Grades Review, Sep 1, 2018
In this article we explore how educational researchers report empirical qualitative research abou... more In this article we explore how educational researchers report empirical qualitative research about young people's social media use. We frame the overall study with an understanding that social media sites contribute to the production of neoliberal subjects, and we draw on Foucauldian discourse theories and the understanding that how researchers explain topics and concepts produces particular ways of thinking about the world while excluding others. Findings include that: 1) there is an absence of attention to the structure and function of social media platforms; 2) adolescents are positioned in problematic, developmental ways; and 3) the over-representation of girls and young women in these studies contributes to the feminization of problems on social media. We conclude by calling for future research that can serve as a robust resource for exploring adolescents' social media use in more productive, nuanced ways.
Exploring Qualitative Research Methods that Empower Young Adolescents
Phenomenal bodies, phenomenal girls
Writing through a Tragedy
English Journal, Jul 1, 2004
Middle School Journal, Mar 1, 2009
Working Through the Uncertainties in Equity-Oriented Supervision
SensePublishers eBooks, 2012
“Ewwwwwww,” I hear from several student teachers sitting around the dinner table. It is the end o... more “Ewwwwwww,” I hear from several student teachers sitting around the dinner table. It is the end of the semester and I have invited the group of pre-service students who I have been supervising to join me at a local restaurant so we can celebrate the end of their student teaching experiences.
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
Journal of Teacher Education, Sep 21, 2015
In this cross-institutional, qualitative case study, two teacher educators in urban teacher educa... more In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.’s concepts of preparation for professional practice as an analytic tool, we illuminate some of our teacher education practices that (a) facilitated the development of relationships and community within our classes, (b) honored preservice teachers’ lived experiences and existing attitudes, (c) introduced preservice teachers to multiple perspectives of viewing the world, and (d) provided a vision of equitable, intellectually challenging teaching and learning. Drawing on our data, we offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. We highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
Public Relations Review, Mar 1, 2016
Len-Ríos, M. E., et al. Early adolescents as publics: A national survey of teens with social medi... more Len-Ríos, M. E., et al. Early adolescents as publics: A national survey of teens with social media accounts, their media use preferences, parental mediation, and perceived Internet literacy. Public Relations Review (2015),
Unexpected Manifestations of (Dis)Orientation
Qualitative Inquiry, Jun 18, 2013
The story presented here is adapted from my phenomenological dissertation project, which I wrote ... more The story presented here is adapted from my phenomenological dissertation project, which I wrote as a multigenre dissertation in a format similar to a teen magazine. It is a story of bodies and girls and resistance. It is a story of an incredible group of seventh grade girls of color who embodied some kind of agency in resistance-to a phenomenon I named bodily-not-enoughness: those moments in American culture when someone or something tells girls and women we are not enough of something in our lived or physical bodies. Because this story is about lives that are not yet over, I present it in the way that stories are lived: fragmented, selectively, contextually constructed (Richardson, 1997), and with plenty of interruptions.
Racial justice and the middle grades
Middle School Journal
Teachers as Curriculum Designers: Inviting Teachers into the Productive Struggle
RMLE Online
Abstract This exploratory, embedded single study examined the experiences of middle grades teache... more Abstract This exploratory, embedded single study examined the experiences of middle grades teacher design teams over 10 months as they were immersed in the development of interdisciplinary curriculum units using a backward design framework. The teachers were supported by a researcher-practitioner partnership and situated in a middle level school structure that valued teachers’ engagement with curriculum design. Most notably, we found that the teachers experienced productive struggle throughout their design process and, as a result, shifted their pedagogical design capacity from adapting or offloading to improvising their curriculum. These findings are particularly significant to middle grades education because of the importance of curricular learning experiences for young adolescents that are challenging, exploratory, integrative, and diverse. Teachers can better create these kinds of experiences for their middle grades students if they are the ones designing those experiences with their particular students in mind.
Teachers as Curriculum Designers
Routledge eBooks, Mar 8, 2023
Better Together
Routledge eBooks, Mar 8, 2023
Vulnerability, Courage, and Collaboration: Exploring Humanity in Middle-Level Educational Leadership
Proceedings of the 2022 AERA Annual Meeting
Phenomenal bodies, phenomenal girls
Fourteen is the New Thirty: Adolescent Girls, their Bodies, and Sexuality
Developmentalism in Early Childhood and Middle Grades Education, 2010
Dear authority figures, Hi! My name is Meg and I am 14 years old. I’m assuming if you’re reading ... more Dear authority figures, Hi! My name is Meg and I am 14 years old. I’m assuming if you’re reading this that you’re about to teach me or maybe you already have taught me. I was invited to write this opening letter because I believe that what you think you know is not always what is going on. (Actually, “invited” has multiple connotations for people, so how about if we go with “strongly encouraged” to help keep it real. My mother recently caught me sneaking out at 3 in the morning to hang out with my boyfriend, so this is one of my adult-enforced-consequences-for-my actions-kind-of-thing.) Anyway, I’d like you to think about a few things as you read the following (brilliant) chapter written by my language arts teacher.
Working Through the Uncertainties in Equity-Oriented Supervision
Supervising Student Teachers, 2012
“Ewwwwwww,” I hear from several student teachers sitting around the dinner table. It is the end o... more “Ewwwwwww,” I hear from several student teachers sitting around the dinner table. It is the end of the semester and I have invited the group of pre-service students who I have been supervising to join me at a local restaurant so we can celebrate the end of their student teaching experiences.
Unexpected Manifestations of (Dis)Orientation: Learning From 12-Year-Old Girls How to Talk Back in Order to Be Enough
Qualitative Inquiry, 2013
The story presented here is adapted from my phenomenological dissertation project, which I wrote ... more The story presented here is adapted from my phenomenological dissertation project, which I wrote as a multigenre dissertation in a format similar to a teen magazine. It is a story of bodies and girls and resistance. It is a story of an incredible group of seventh grade girls of color who embodied some kind of agency in resistance-to a phenomenon I named bodily-not-enoughness: those moments in American culture when someone or something tells girls and women we are not enough of something in our lived or physical bodies. Because this story is about lives that are not yet over, I present it in the way that stories are lived: fragmented, selectively, contextually constructed (Richardson, 1997), and with plenty of interruptions.
English Teaching-practice and Critique, Sep 1, 2011
American consumerism has historically taught women and girls -and now men and boys -how to live i... more American consumerism has historically taught women and girls -and now men and boys -how to live in what I refer to here as bodily-notenoughness: the idea of not being enough of something in one's body (not thin-enough, pretty-enough, feminine/masculine-enough, white-enough, middle-class-enough, straight-enough, and so on.). The bodily practices we learn in American popular and education culture teach us to keep our bodies under strict surveillance so we can locate these imperfections -both physically and lived -and improve them; they also teach us to read bodies as normal or deficient visual texts, as enough or not enough. In order to unlearn how we read each others' bodies in education and teaching, I suggest here that we first have to acknowledge bodies in education and teaching so we can then have the conversations that will help us read each other's bodies differently.
Literacies, Learning and the Body: Bringing Research and Theory into Pedagogical Practice
by Christian Ehret, Christine Mallozzi, Hilary E . Hughes, Kerryn Dixon, Jaye Johnson Thiel, Anne Crampton, Mia Perry, Amanda Claudia Wager, Jacqui Dornbrack, Elisabeth Johnson, Rachel Oppenheim, Karen Wohlwend, Stephanie Jones, Marjorie Siegel, Stavroula Kontovourki, and Grace Enriquez
The essays, research studies, and pedagogical examples in this book provide a window into the emb... more The essays, research studies, and pedagogical examples in this book provide a window into the embodied dimensions of literacy and a toolbox for interpreting, building on, and inquiring into the range of ways people communicate and express themselves as literate beings. The contributors investigate and reflect on the complexities of embodied literacies, honoring literacy learners and teachers as they holistically engage with texts in complex sociopolitical, historical, and cultural contexts. Considering these issues within a multiplicity of education spaces and literacy events inside and outside of institutional contexts, the book offers a fresh lens and rhetoric with which to address literacy education policies, giving readers a discursive repertoire necessary to develop and defend responsive curricula within an increasingly high-stakes, standardized schooling climate.
Essays describing how to incorporate feminist and LGBTQ materials, strategies, and discussions in... more Essays describing how to incorporate feminist and LGBTQ materials, strategies, and discussions into K-University classrooms to work toward a more socially just education and create safe and inclusive spaces for all children and their families.