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Chapter 8. Families’ literacies of (in)visibilty

Methodological approaches to understanding precarity without culpability
  • Melissa Adams Corral and Sarah Gallo
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Innovative Qualitative Methodologies in Multilingual Literacy Development Research
This chapter is in the book Innovative Qualitative Methodologies in Multilingual Literacy Development Research

Abstract

In our ethnographic research with mixed-status transborder families who had relocated from the U.S. to parents’ hometowns in México, we have sought to better understand what we term transborder literacies of (in)visibility, or diasporic people’s innovative interactions around texts that prepare them to move across incompatible, racializing mononational institutions divided by borders (Gallo & Adams Corral, 2023). In this chapter we adopt a transborder literacies of (in)visibility framework to trouble and unpack our research methodologies. We turn this lens to our research practices to better understand instances where transborder families’ actions challenged us as researchers to think through the colonial roots of our own literacies and thinking.

Abstract

In our ethnographic research with mixed-status transborder families who had relocated from the U.S. to parents’ hometowns in México, we have sought to better understand what we term transborder literacies of (in)visibility, or diasporic people’s innovative interactions around texts that prepare them to move across incompatible, racializing mononational institutions divided by borders (Gallo & Adams Corral, 2023). In this chapter we adopt a transborder literacies of (in)visibility framework to trouble and unpack our research methodologies. We turn this lens to our research practices to better understand instances where transborder families’ actions challenged us as researchers to think through the colonial roots of our own literacies and thinking.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
  5. Part 1. Challenges and affordances of qualitative methodological approaches
  6. Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
  7. Chapter 3. An ethnetnography of (non)belonging 45
  8. Chapter 4. Communicating selves 67
  9. Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
  10. Part 2. Challenges and affordances of qualitative methodological approaches
  11. Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the  suda  ( 수다 ) approach 102
  12. Chapter 7. Bridging language and STEM 125
  13. Chapter 8. Families’ literacies of (in)visibilty 149
  14. Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
  15. Part 3. Interrogating research practices
  16. Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
  17. Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
  18. Chapter 12. Critical collaborative autoethnography 232
  19. Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
  20. Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
  21. Index 265
https://doi.org/10.1075/rmal.11.08cor

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
  5. Part 1. Challenges and affordances of qualitative methodological approaches
  6. Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
  7. Chapter 3. An ethnetnography of (non)belonging 45
  8. Chapter 4. Communicating selves 67
  9. Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
  10. Part 2. Challenges and affordances of qualitative methodological approaches
  11. Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the  suda  ( 수다 ) approach 102
  12. Chapter 7. Bridging language and STEM 125
  13. Chapter 8. Families’ literacies of (in)visibilty 149
  14. Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
  15. Part 3. Interrogating research practices
  16. Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
  17. Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
  18. Chapter 12. Critical collaborative autoethnography 232
  19. Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
  20. Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
  21. Index 265
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