Narrating global literacies: Crossing borders of exclusion during a time of crisis | Culture and communication in digital worlds

Author(s): Lenny Sánchez, Tami Ensor

Year of publication: 2016

Keywords: Global literacy, Transnational collaboration, Diversity, Refugee, Inquiry

Methodology/Sample: Story exchanges/72 stories

Reference: Sánchez, L., & Ensor, T. (2021). Narrating global literacies: Crossing borders of exclusion during a time of crisis. Journal of Literacy Research, 53(2), 265-287. https://doi.org/10.1177/1086296X211009288

Abstract

Although research endeavors on global-centric teaching and learning are increasing, there is much yet to understand on how classroom spaces can legitimize students’ capacities as globally literate members of society. In this article, we focus on the relational dimension of global literacies and examine how elementary students involved in a transnational partnership constructed relationality into online story exchanges with each other. We focus on four practices—communicating across language differences, sharing everyday worlds, pursuing connections, and embracing vulnerability.

> Summary

This paper examines how elementary students in a transnational partnership built relationality through online story exchanges, focusing on four practices: communicating across language differences, sharing everyday worlds, pursuing connections, and embracing vulnerability.
Research on global-centric teaching and learning is increasing, but understanding how classroom spaces legitimize students’ global literacy is under-explored.
It matters because global literacies foster respect, responsibility, interconnected awareness, and action for a better world.
There is a gap in understanding the relational dimension of global literacies and how elementary students construct relationality.

> Problem statement

How can classroom spaces legitimize students’ capacities as globally literate members of society?

> Methods used

Study involved a transnational partnership between two fifth-grade classes at Meadow Elementary, USA. and students from a multiage Turkish elementary classroom.
The primary method was story exchanges in an online writing space, with students from both contexts engaging in three story exchange activities.
Data sources included students’ written story exchanges (72 in total) and hundreds of affiliated online interactions, along with audio recordings of Meadow Elementary students’ second story exchange constructions.
Analysis used an inductive approach to identify how students fostered relational ties, focusing on Overall Content, Projected Identity, and Relational Actions.

> Practical implications

Schools should prioritize human relationships as central to teaching and learning, moving beyond insular agendas.
Educators should reconceptualize schooling to foster an activist view of literacy, empowering students to engage with global issues..
Curricular mandates need reprioritization to fully enact global literacies in classrooms.
Global literacies research and practice should address language imbalances in projects spanning diverse linguistic settings.
Schools should provide opportunities for students to develop ease and appreciation for establishing relational networks with individuals perceived as culturally different.