Diversity

Diversity

Navigating the Linguistic Terrain: Immigrants’ Personal Stories of Aspiration, Access, Identity, and Acclimation

Adenekan, O.K. (2020). Navigating the linguistic terrain: Immigrants’ personal stories of aspiration, access, identity, and acclimation. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Adenekan_JoLLE.pdf

When School Literacy and School Discipline Practices Intersect: Why Schools Punish Student Writing

Amanti, C. (2014). When school literacy and school discipline practices intersect: Why schools punish student writing. Journal of Language and Literacy Education, 10(1), 14-26. Retrieved from http://jolle.coe.uga.edu/wp-content/uploads/2014/04/Why-Schools-Punish-Student-Writing-Amanti.pdf

“I’m fat. It’s not a cuss word.” A Critical Content Analysis of Young Adult Literature Featuring Fat Female Protagonists

Amato, N. A. (2019). “I’m fat. It’s not a cuss word.”: A critical content analysis of young adult literature featuring fat female protagonists. Journal of Language and Literacy Education, 15(1), 1-22. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/Amato_JoLLE2019.pdf

(Re)Writing One’s Self as an Activist Across Schools and Sexual and Gender Identities: An Investigation of the Limits of LGBT-Inclusive and Queering Discourses

Blackburn, M. V. (2014). (Re)Writing one’s self as an activist across schools and sexual and gender identities: An investigation of the limits of LGBT-inclusive and queering discourses. Journal of Language and Literacy Education, 10(1), 1-13. Retrieved from http://jolle.coe.uga.edu/wp-content/uploads/2012/04/ReWriting-One’s-Self-as-an-Activist-Blackburn.pdf

The Black Literacies of Urban High School Youth Countering Anti-Blackness in the Context of Neoliberal Multiculturalism

Coles, J.A. (2019). The black literacies of urban high school youth countering anti-blackness in the context of neoliberal multiculturalism. Journal of Language and Literacy Education, 15(2), 1-35. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/11/Coles_JoLLE2019.pdf

Scaffolding the Home Reading Experiences of African-American First Graders

Dunston, Y. L., Patterson, G. C., Daniels, K. N. (2010). Scaffolding the home reading experiences of African American first graders. Journal of Language and Literacy Education, 6(2), 1-21. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Dunston_Scaffold.pdf

Literacy and second language intervention for adult Hebrew Second Language (HSL) Learners

Fanta-Vagenshtein, Y. (2011). Literacy and second language intervention for adult Hebrew Second Language (HSL) Learners. Journal of Language and Literacy Education, 7(1), 79-94. Available at http://jolle.coe.uga.edu/wp-ontent/uploads/2013/03/7_1_6_fanta_vagenshtein.pdf

“These Are Normal People”: White High School Students’ Responses to Interracial Literary Fiction

Findora, J., & Hammond, T.C. (2021). “These are normal people”: White high school students’ responses to interracial literary fiction. Journal of Language and Literacy Education, 17(1). http://jolle.coe.uga.edu/wp-content/uploads/2021/04/Findora_JoLLE2021-3.pdf

Providing Windows for Non-Minority Readers

Gardner, R. (2008). Providing windows for non-minority readers. Journal of Language and Literacy Education, 4(2), 80-85. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/windows.pdf

Putting on Our Pedagogical Love Vests to Affirm the Poetic Literacies & Lives of Black High School Students

Gibbs Grey, T. (2020). Putting on our pedagogical love vests to affirm the poetic literacies and lives of Black high school students. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/GibbsGrey_JoLLE2020.pdf

Transformative World Language Learning: An Approach for Environmental and Cultural Sustainability and Economic and Political Security

Goulah, J. (2008). Transformative world language learning: An approach for environmental and cultural sustainability and economic and political security.  Journal of Language and Literacy Education, 4(1), 6-23. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/04/Goulah-J..pdf

“Black Female Teachers are our School Parents!!”: Academic Othermothering Depicted in Multicultural Young Adult Texts

Greene, D.T. (2020). “Black female teachers are our school parents!!”: Academic othermothering depicted in multicultural young adult texts. Journal of Language and Literacy Education, 16(1), 1-19. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Greene_JoLLE2020.pdf.

Identifying Promising Literacy Practices for Black Males in P-12 Classrooms: An Integrative Review

Husband, T., & Kang, G. (2020). Identifying promising literacy practices for black males in P-12 classrooms: An integrative review. Journal of Language and Literacy Education, 16(1), 1-34. Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/05/Husband_JoLLE2020.pdf

Precious’ Story: Learning to Use Language and Literacy for Her Own Purposes

Jackson, P., Brock, C., Lapp, D., & Pennington, J. (2011). Precious’ Story: Learning to Use Language and Literacy for Her Own Purposes. Journal of Language and Literacy Education, 7(2), 85-94. Available at http://www.coe.uga.edu/jolle/2011_2/jackson_brock_lapp_pennington.pdf

Students with Learning Disabilities in an Inclusive Writing Classroom

Jacobs, P., & Fu, D. (2014). Students with learning disabilities in an inclusive writing classroom. Journal of Language and Literacy Education, 10(1), 100-113. Retrieved from http://jolle.coe.uga.edu.

“So, Like, What Now?”: Making Identity Visible for Pre-Service Teachers

Jimenez, L. M. (2014). “So, like, what now?”: Making identity visible for pre-service teachers. Journal of Language and Literacy Education, 10(2), 68-86, Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/04/Jimenez-So-Like-What-Now.pdf

Empowering the Foreign Language Learner Through Critical Literacies Development

Keneman, M. (2016). Empowering the foreign language learner through critical literacies development. Journal of Language and Literacy Education, 12(2), 84-99. Available at http://jolle.coe.uga.edu/wp-content/uploads/2016/11/84-99_JoLLE2015_173_Keneman-1.pdf

“Oh, Those Loud Black Girls!”: A Phenomenological Study of Black Girls Talking with an Attitude

Koonce, J. B. (2012). “Oh, Those Loud Black Girls!”: A Phenomenological Study of Black Girls Talking with an Attitude. Journal of Language and Literacy Education, 8(2), 26-46. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/06/Loud-Black-Girls.pdf

Diversity in Newbery Medal-Winning Titles: A Content Analysis

Koss, M.D., & Paciga, K.A. (2020). Diversity in Newbery Medal-winning titles: A content analysis. Journal of Language and Literacy Education, 16(2). Available at http://jolle.coe.uga.edu/wp-content/uploads/2020/12/Koss_Jolle2020.pdf

“I Feel Normal Here”: The Social Functions of a Book Club in a Residential Recovery Program

MacGillivray, L., Ardell, A. L., Curwen, M. S., & Wiggin, S. (2019). “I feel normal here”: The social functions of a book club in a residential recovery program. Journal of Language and Literacy Education, 15(1), 1-23. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/MacGillivray_JoLLE2019.pdf

A Qualitative Analysis of High School Students’ Engagement with Poetry and Social Justice

Malo-Juvera, V., & Spears-Bunton, L. (2015). A qualitative analysis of high school students’ engagement with poetry and social justice. Journal of Language and Literacy Education, 11(2), 1-22 Available at http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-1_Malo-Juvera.pdf

The Importance of Being Heard: Responses of One First Grade Class to the Representation of AAVE in Picture Books

McCreight, J. (2011). The importance of being heard: Responses of one first grade class to the representations of AAVE in picture books. Journal of Language and Literacy Education, 7(1), 35-48. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/7_1_3_mccreight.pdf

Class Discussions: Locating Social Class in Novels for Children and Young Adults

McLeod, C. A. (2008). Class discussions: Locating social class in novels for children and young adults. Journal of Language and Literacy Education, 4(2), 73-79. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/class.pdf

Language, Literacy, and Culture: Aha! Moments in Personal and Sociopolitical Understanding

Nieto, S. (2013). Language, literacy, and culture: Aha! Moments in personal and sociopolitical understanding. Journal of Language and Literacy Education, 9(1), 8-20. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/05/Language-Literacy-Culture.pdf

Integrating diversity and cultural education into literacy

Pan, P. (2006). Integrating diversity and cultural education into literacy. Journal of Language

and Literacy Education, 2(1), 19-31. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Pan-P..pdf

Indigenizing Children’s Literature

Reese, D. (2008). Indigenizing children’s literature. Journal of Language and Literacy Education, 4(2), 59-72. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/indigenizing.pdf

Three Avid Adolescent Male Writers’ Experiences at a Residential Summer Writing Workshop

Ruday, S. (2012). Three Avid Adolescent Male Writers’ Experiences at a Residential Summer Writing Workshop. Journal of Language and Literacy Education, 8(2), 3-25. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/06/Three-Avid-Adolescent-Male-Writers-Experiences.pdf

Wrestling with Competency and Everyday Literacies in School

Sherbine, K. (2019). Wrestling with competency and everyday literacies in school. Journal of Language and Literacy Education, 15(2), 1-22. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/11/Sherbine_JoLLE2019.pdf.

Vygotsky, “Defectology,” and the Inclusion of People of Difference in the Broader Cultural Stream

Smagorinsky, P. (2012). Vygotsky, “Defectology,” and the Inclusion of People of Difference in the Broader Cultural Stream. Journal of Language and Literacy Education, 8(1), 1-25. Available at http://jolle.coe.uga.edu/wpcontent/uploads/2012/05/Vygotsky-and-Defectology.pdf

…And a Child Shall Lead Them…

Stanley, E. (2018). …And a child shall lead them…. Journal of Language and Literacy Education, 14(1), 1-10. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/JoLLE2018_Stanley.pdf

Toward a Theory of the Dark Fantastic: The Role of Racial Difference in Young Adult Speculative Fiction and Media

Thomas, E. (2018). Toward a theory of the dark fantastic: The role of racial difference in young adult speculative fiction and media. Journal of Language and Literacy Education, 14(1), 1-10. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Thomas_JoLLE2018.pdf

Breaking Binaries: #BlackGirlMagic and the Black Rachet Imagination

Toliver, S. R. (2019). Breaking binaries: #BlackGirlMagic and the Black rachet imagination. Journal of Language and Literacy Education, 15(1), 1-26. Available at http://jolle.coe.uga.edu/wp-content/uploads/2019/04/Toliver_JoLLE2019.pdf

Children’s Literature and Literacy: Diversity and Transformation

Varga-Dobai, K., & Wilson, A. A. (2008). Children’s literature and literacy: Diversity and transformation. Journal of Language and Literacy Education, 4(2), 1-5. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Introduction.pdf

Interrupting Ideologies of Cultural Deficiency: Illustrating Curricular Benefits of Plurilingualism in a Kenyan Classroom

Wandera, D. B., & Farr, M. (2018). Interrupting ideologies of cultural deficiency: Illustrating curricular benefits of plurilingualism in a Kenyan classroom. Journal of Language and Literacy Education, 14(1), 1-27. Available at http://jolle.coe.uga.edu/wp-content/uploads/2018/04/Wandera_JoLLE2018.pdf

From Stranger to Friend: The Effect of Service Learning on Preservice Teachers’ Attitudes Toward Diverse Populations

Zeller, N., Griffith, R., Zhang, G., & Klenke, J. (2010). From stranger to friend: The effect of service learning on preservice teachers’ attitudes towards diverse populations. Journal of Language and Literacy Education, 6(2), 34-50. Available at http://jolle.coe.uga.edu/wp-content/uploads/2013/03/Zeller_et-al.pdf

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The views expressed on this website and contained within featured documents are solely those of the author(s) and artist(s) and do not reflect the views of the Department of Language & Literacy Education, The College of Education, or The University of Georgia.

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