Reconceptualizing literacy and disrupting Whiteness: Multiliteracies autobiographies in teacher education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
• Multiliteracies autobiographies offer generative spaces for teacher candidates to cultivate antiracism, practice critical reflexivity, and reimagine pedagogical possibilities for literacy education. • Through the three-part multiliteracies autobiographies, teacher candidates worked to denaturalize taken-for-granted notions of literacy, to de-silence race, and to centre linguistic diversity, equity, and antiracism in their pedagogical designs. • Critical engagement with identity, including through autobiographical and multimodal means, is a key component of disrupting Whiteness and English supremacy and developing antiracist praxis. • More must be done to cultivate brave spaces that support TCs to disrupt race-evasiveness and to productively grapple with systemic issues of race, language, and equity in literacy education. Dominant approaches to literacy education privilege White middle-class norms, creating urgent need to reconceptualize literacy and decentre Whiteness in teacher education. This study examines the role of three-part multiliteracies autobiographies in supporting teacher candidates (TCs) to reconceptualize literacy while considering possibilities for equity-oriented antiracist pedagogy. Conducted in a literacy methods course at a Canadian university, this critical action research study employs raciolinguistics, critical antiracism, and multiliteracies as theoretical lenses to investigate: How can multiliteracies autobiographies support TCs’ reconceptualization of literacy? How can these assignments contribute to TCs’ critical orientations towards antiracism, equity, and linguistic diversity? Analysis of multimodal autobiographies and critical reflections demonstrate TCs’ reimaginations of literacy in ways that denaturalize Whiteness, growing courage to critically engage with race, and development of concrete pedagogical ideas for more equitably supporting racialized multilinguals. Implications centre on heightening critical reflexivity and explicit engagement with race and identity in antiracist teacher education.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it