V O L U M E
E I G H T
COURSES O N
N E W
L I T E R A C I E S
S T U D I E S
I ( m Jea id dl nin e e) of a th m is in c ro the w d. STEP 1
My courses in this area focus on readings that feature foundational and advanced conceptions of NLS. My students and I read into works that generate knowledge about how reading, writing, speaking, listening, and other modalities intersect and become influenced by supremacist patriarchal ideologies and enactments in schools and Western society.
To enliven and make sense of readings, we form complex, layered discussions that hedge between analytic debate and creative critique. I model Socratic Method, encourage poetic expression, and value multilevel oration and defense of ideas. I also value deep listening. This includes experiencing nuances and troubling their presence and implications in relation of various topics.
Choosing which issues to explore further (such as the decolonization of hive mind in relation to literate ability among youth and adults, or the realization of freedoms for voices and stories that are particularly raced and gendered) means committing to an act of liberation. That is, students in my iNLS courses are encouraged to conceptualize and participate in activist movements for the benefit of all humankind.
FORGING NEW INSIGHTS & COMPASSION FOR HUMANITY A GIST
Empathy is caring about the lived experiences and well-being of others.
LL ED 480: Identities, Media, and Literacies in Schools and Society (Intermediate) in this residential course, undergraduate students learn the foundational concepts associated with the infusion of technologies and media into middle and secondary school classrooms. We learn to question conventional thought, explore and try out novel approaches, and critique outcomes in relation to standards for educational excellence. We read works by new practitioner educators and some New Literacies theorists to wrestle with these concepts. Students in this course focus on developing socially conscious and just pedagogical foundations and reflecting those foundations in actual lesson plans.
For more readings
CLICK HERE! Stay woke.
LL ED 580: Identities, Media, and Literacies in Schools and Society (Advanced) In this online course, masters and doctoral students learn advanced concepts associated with the infusion of technologies and media into middle and secondary school classrooms. We learn to question conventional thought, explore and try out novel approaches, and critique outcomes in relation to standards for educational excellence. We read works by expert practitioner educators, teacher researchers, and many New Literacies theorists to wrestle with these concepts. Students in this course focus on advancing pedagogical frames to include more controversial ideas about the ways NLS support dynamic expressions and evolutions of identities in schools and society. We also project the implications of these ideas for middle and secondary schools and society.
GENERATING ACTION FOR EMOTIONAL AND SOCIAL JUSTICE A GIST
Altruism is caring about the lived experiences and well-being of others and acting to help them.
CI/AFAM/EDTHP 498: Endarkened Feminist Epistemologies and Ontologies: Exploring Race and Gender Consciousness Through NLS In this course, advanced undergraduates and master's students explore the ways Blackness and womanhood were constructed and presented in my book, The Revelations of Asher: Toward Supreme Love in Self. Students in this course read my book as the central text, in addition to other works featuring intersectional thought and advanced conceptions and methods in New Literacies Studies. They are expected to learn complex theories about the development of knowledge and cultivation of ways of being at the margins of society and intersections of identities.
We learn specifically about Supreme Love in these and other courses. This ontological concept combats White Supremacist Patriarchal (WSP) ideology and enactments by providing a way to think, feel, and behave radically differently from its prescriptions. Supreme Love was derived from endarkened feminist epistemology and bears the capacity to assist in the healing of terrors in the soul and body (brought on by WSP), and in so doing, heal the world.
My future courses will continue to bear intersectional underpinnings and advance knowledge and practice of interpretivist, analytic frameworks and constructivist pedagogical frames to support the work of emotional and social justice for all. VisitÂ www.jeaninestaples.comÂ for moreÂ information.