| Popis: |
Through this study, I sought to better understand the relational nature of literacy events and practices in schools. I specifically focus on the relationships between love and literacies. During the 2017-2018 school year, I conducted a literacy ethnography at Ross High School, a semi-rural public high school outside of a southern city. I drew on a range of theoretical perspectives including African American Literacies, New Literacy Studies, and Black Feminism to understand literacies and love as a situated phenomenon. I primarily constructed data through being a participant-observer in a 10th grade English class of a teacher, Ms. Henning, who is in her 7th year of teaching English. Data included fieldnotes, audio and video recorded classroom sessions, documents (e.g. student work, curricular texts) and interviews with students, adult teachers, and both school and district administration. This research considers the dimensions of love present in a “labeled” 10th-grade English classroom and the ways students and their teacher interrupt the school and district culture of surveillance and standardization through these dimensions of love. |
