References
- Campano, G., Nichols, T. P., & Player, G. D. (2020). Multimodal critical inquiry: Nurturing decolonial imaginaries. In E. Birr Moje, P. P. Afflerbach, P. Enciso, & N. K. Lesaux (Eds.), Handbook of reading research (Vol. 5, pp. 137–152). Routledge.
- Coles, J. (2019). The Black literacies of urban high school youth countering Antiblackness in the context of neoliberal multiculturalism. Journal of Language and Literacy Education, 15(2), 1–35.
- Collins, P. H. (2015). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge. (Original work published 2002)
- Butler, O. E. (1993). Parable of the sower. Grand Central Publishing.
- Butler, O. E. (1998). Parable of the talents. Open Road Integrated Media, Inc.
- Furrow, D., & Furrow, L. (2007). Radical Hope and the Atheist’s Dilemma. Philosophy on the Mesa. https://philosophyonthemesa.com/2007/06/21/radical-hope-and-the-atheists-dilemma/.
- Gibbs Grey, T. M., Turner, J. D., & Young, A. (forthcoming). All the stars are closer: Black Girl multimodal practices for time-traveling in a dystopian world. In T. Nyachae, K. Silverstri, & N. Barrett (Eds.), Toward critical multimodality: Theory, research, and practice in transformative educational spaces. Information Age Publishing.
- Greene, D. T. (2016). “We need more ‘us’ in schools!”: Centering Black adolescent girls’ literacy and language practices in online school spaces. The Journal of Negro Education, 85(3), 274–289.
- Griffin, A. A. (2020). Finding love in a hopeless place: Black girls’ twenty-first century self-love literacies (20700) [Doctoral dissertation]. University of Maryland – College Park. Proquest.
- Griffin, A. A. (2021). Black parade: Conceptualizing black adolescent girls’ multimodal renderings as parades. Urban Education, 2021, 004208592110039. https://doi.org/10.1177/00420859211003944.
- Griffin, A. A., & Turner, J. D. (2021). Toward a pedagogy of Black livingness: Black students’ creative multimodal renderings of resistance to anti-Blackness. English Teaching, 20(4), 440–453.
- Haddix, M., & Sealey-Ruiz, Y. (2012). Cultivating digital and popular literacies as empowering and emancipatory acts among urban youth. Journal of Adolescent & Adult Literacy, 56(3), 189–192. https://doi.org/10.1002/JAAL.00126
- Jordan, J. (2016). The creative spirit: Children’s literature. In A. P. Gumbs, M. Williams, & C. Martens (Eds.), Revolutionary mothering: Love on the frontlines (pp. 11–19). PM Press. (Original work published 1977)
- LaMothe, R. (2012). Potential space: Creativity, resistance, and resiliency in the face of racism. Psychoanalytic Review, 99(6), 851–876. https://doi.org/10.1521/prev.2012.99.6.851
- Lewis Ellison, T. (2018). Integrating and humanizing knowledgeable agents of the digital and Black Feminist Thought in digital literacy research. In K.A. Mills, A. Stornaiuolo, A. Smith, J. Z. Pandya (Eds)., Handbook of Writing, Literacies, and Education in Digital Cultures (pp. 88–98). Routledge.
- Lewis Ellison, T., Robinson, B., & Qiu, T. (2020). Examining African American girls’ literate intersectional identities through journal entries and discussions about STEM. Written Communication, 37(1), 3–40. https://doi.org/10.1177/0741088319880511
- Liu, R. Z. (2019, November). “Maybe they’re just satirical portrayals of American adolescence”: Latinx Youths Counter the Casualness of White Gazing and ‘Multiple’ Perspectives. Presentation given at the annual meeting of the National Council of Teachers of English. Baltimore, MD.
- Muhammad, G. E., & Womack, E. (2015). From pen to pin: The multimodality of black girls (re)writing their lives. Ubiquity, 2(2), 6–45.
- Pérez Huber, L., & Solórzano, D. G. (2015). Visualizing everyday racism: Critical Race Theory, visual microaggressions, and the historical image of Mexican banditry. Qualitative Inquiry, 21(3), 223–238. https://doi.org/10.1177/1077800414562899
- Rolón‐Dow, R. (2011). Race(ing) stories: Digital storytelling as a tool for critical race scholarship. Race Ethnicity and Education, 14(2), 159–173. https://doi.org/10.1080/13613324.2010.519975
- Rusoja, A. (2022). Our community is filled with experts: Intergenerational critical literacies of Latinx immigrants as communal pedagogy of resistance. Research in the Teaching of English, 56(3), 301–327.
- Sealey-Ruiz, Y., & Greene, P. (2015). Popular visual images and the (mis)reading of Black male youth: A case for racial literacy in urban preservice teacher education. Teaching Education, 26(1), 55–76. https://doi.org/10.1080/10476210.2014.997702
- Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103
- Street, B., Pahl, K., & Rowsell, J. (2009). Multimodality and new literacy studies. In C. Jewitt (Ed.), The Routledge handbook of multimodal analysis (pp. 191–200). Routledge.
- Thomas, E. E. (2019). The Dark fantastic. New York University Press.
- Thomas, E. E., & Stornaiuolo, A. (2016). Restorying the self: Bending toward textual justice. Harvard Educational Review, 86(3), 313–338. https://doi.org/10.17763/1943-5045-86.3.313
- Turner, J. D. (2022). Freedom to aspire: Black children’s career dreams, perceived aspirational supports, and Africentric values. Race Ethnicity and Education, 25(1), 128–153. https://doi.org/10.1080/13613324.2020.1718074
- Turner, J. D., & Griffin, A. A. (2020). Brown girls dreaming: Adolescent Black girls’ multimodal representations of race, gender, and career aspirations. Research in the Teaching of English, 55(2), 109–133.