| Abstrakt: |
Abstract:In this brief essay, the theory of place is used in conjunction with a Sankofan approach to highlight the ways in which place functioned as both material and experiential and influenced my situatedness as a literacy and language scholar, mother, and individual. Through this interconnection drawn from my time in community as a 2018 Literacy Research Association STAR Fellow, I demonstrate how the "hybridities of identities and places" influenced my decisions to navigate positivistic as well as interpretivist, critical, and pluralist epistemologies while I straddled qualitative and quantitative worlds. My resulting scholarship demonstrates how critical literacy theory came to undergird the challenges posed to monoglossic language ideology as I have advocated for heteroglossic norms and explored a raciolinguistic perspective in the racialized Englishes and literacies of Black (Caribbean) immigrant populations. Addressing perceptions that accompany the use of these Englishes across geographical, symbolic, and social borders through qualitative research, I illustrate why I also use quantitative methods to advocate for literacy instruction and assessment that acknowledges the intersecting influences of 'dialect', race, and culture in the literacies of Black immigrant multilingual youth. By engaging in this process, I demonstrate how my literacy research is largely intertwined with how I have engaged with the past and present to influence the future, thereby reflecting hybridities of literate identities and place. Implications for those who work with Black immigrants are provided. |
