Document Type

Article

Publication Date

8-19-2021

Abstract

This study follows the literacy experiences of four Latina middle schoolers as they read Harper Lee’s To Kill a Mockingbird and compose home language narratives in their heritage voices. Both their vibrant ethnic cultures and other intersecting rays of identities are analyzed in the vein of their literate identities. Through analysis of their writing and speech, the girls present hybridized identities on the border between cultures and languages. Their position and identities in the social world of middle school are discussed and how transactions with literacy can dialogically influence those identities to enact critically conscious pedagogy.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Language, Identity and Education on August 16, 2021, available online: http://www.tandfonline.com/10.1080/15348458.2021.1955684.

Publication Title

Journal of Language, Identity and Education

DOI

10.1080/15348458.2021.1955684

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