TY - JOUR
T1 - Justice, community and rememory
T2 - opening spaces to (R)econoce(R) en colectiva with texts
AU - Sambolín Morales, Astrid N.
AU - Torres, Francisco L.
AU - Medina, Carmen L.
AU - Ortiz, Raquel M.
N1 - Publisher Copyright:
© 2024 The Author(s). Literacy published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association.
PY - 2024
Y1 - 2024
N2 - Drawing from rememory and decolonial theory, this collaborative piece illustrates how three Puerto Rican educators and researchers partnered with a Puerto Rican scholar, activist and children's book author to engage in inquiry cycles. These inquiry cycles centred our general experiences with children's literature and the author's work. After engaging in dialogue and sharing/responding to written reflections, we play with content and form as we unpack our creative-research journey to ReconoceR—to acknowledge and re-learn—through storying. By doing so, we engage in transformational actionings to resist the conditions of invisibility, silence and impossibility that sustain coloniality. Through this work, we recognise the centrality of affective spaces and attempt to name those intensities with language. We pivot towards notions of responses to literature as complex understandings of the networks of feelings, experiences and intensities that help us navigate texts and ourselves.
AB - Drawing from rememory and decolonial theory, this collaborative piece illustrates how three Puerto Rican educators and researchers partnered with a Puerto Rican scholar, activist and children's book author to engage in inquiry cycles. These inquiry cycles centred our general experiences with children's literature and the author's work. After engaging in dialogue and sharing/responding to written reflections, we play with content and form as we unpack our creative-research journey to ReconoceR—to acknowledge and re-learn—through storying. By doing so, we engage in transformational actionings to resist the conditions of invisibility, silence and impossibility that sustain coloniality. Through this work, we recognise the centrality of affective spaces and attempt to name those intensities with language. We pivot towards notions of responses to literature as complex understandings of the networks of feelings, experiences and intensities that help us navigate texts and ourselves.
UR - http://www.scopus.com/inward/record.url?scp=85201123406&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85201123406&partnerID=8YFLogxK
U2 - 10.1111/lit.12382
DO - 10.1111/lit.12382
M3 - Article
AN - SCOPUS:85201123406
SN - 1741-4350
JO - Literacy
JF - Literacy
ER -