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Articles 1 - 3 of 3
Full-Text Articles in Education
“Come Think With Me”: Finding Communion In The Liberatory Textual Practices Of Kameelah Janan Rasheed, Jehan L. Roberson
“Come Think With Me”: Finding Communion In The Liberatory Textual Practices Of Kameelah Janan Rasheed, Jehan L. Roberson
Criticism
Defining text as anything that can be read, self-identified learner and artist Kameelah Janan Rasheed explores reading as radical communion within her multifaceted textual practice. A 2021 Guggenheim Fellow, Rasheed’s work spans vast bodies of knowledge and temporalities to interrogate both the aesthetic and the limits of the text. At times producing collages with letters cut out from books in her own expansive library, and at other times posting scans from various books that are marked up with her rigorous note-taking, Rasheed approaches the text as an invitation to commune with the author in order to collectively arrive at new …
Make Mine Melody: Building Beloved Community In Bibliography Using Mad Citation Practice, Sarah Madoka Currie
Make Mine Melody: Building Beloved Community In Bibliography Using Mad Citation Practice, Sarah Madoka Currie
Criticism
Bibliography can be reconstructed to privilege the imaginaries of radicals that are “lesser known.” The dis-visibilizing of marginalized neurodiverse scholars and theorycrafters has much in common with the institutionalization approaches that constrict and model obstructed life for neurodivergent bodyminds. In a proposal for mad citation practice, a series of hopeful strategies for nonretrofitted inclusivity and authorial diversity are constructed for the reader instead, which bear similarities to feminist and disabled care practices: explicit permission-setting, naming ontology, lived or living experience validity, commentary or subscript authorization, visibilized quotation selection, draft approval, and cocollaborator approvals all form the basis of a radically …
“In The Cards”: The Material Textuality Of Tarotological Reading, Jesse R. Erickson
“In The Cards”: The Material Textuality Of Tarotological Reading, Jesse R. Erickson
Criticism
This article examines deep-seated relationships that inextricably bind the material makeup of divinatory card decks to their multifarious literacy functions. Unpacking the deceptive underlying complexities in these objects requires both an ontological analysis of their multicultural rootedness and a speculative exploration of their propensity for memetic adaptation. The concept of “reading” cards as textual objects has typically existed on the fringes of Western literacy paradigms. In reality, however, considering the rather commonplace use of pedagogical objects such as alphabet cards and flash cards, the practice of reading cards should be recognized for its considerable role in literacy instruction. In looking …