This paper explores young people's narratives about BookTok and volitional reading. The data consist of narrative interviews with eight students (all girls) from two different classes in year 1 and year 2 of a preparatory programme for higher education, that is, students aged 17-18 years old. Using the framework of Wenger's notion of communities…

This narrative inquiry explores an African American read-in entitled Black Girls Read! This read-in was organized by four Black, women scholars who, in celebration of Black History Month, continued the tradition of Black women throughout history who have resisted the dominant narrative perpetuated by mainstream culture. Attended by over 100 Black…

In this article, I used "Black feminist-womanist" storytelling to weave together stories from my childhood and early years on the tenure track to illuminate how Black female language and literacy practices and the strongblackwoman trope develop across a life span. Through these stories, I illustrate how I existed, resisted, and persisted…

Education is a privileged area of the dominant development model in Nepal, specifically focusing on women in rural areas. This article analyses the discursive construction of development and education categories in Nepal by exploring the narratives of Nepali women on education and development as lived experiences. It shows how global and…

The goal of this self-study is to share the process of a first-year, White, middle-class, female teacher adopting a pedagogy and writing curriculum that speaks to the lived realities of her Mexican American students. This paper argues how "testimonio" as curriculum and pedagogy advises critical pedagogy and calls to challenge the present…

This article offers an alternative point of view on the perspectives that large-scale literacy surveys provide on refugee women by presenting the case of Darya, a young Afghan woman who moved to Canada as a refugee in 2009. It also presents how a community-based organisation for young people addressed Darya's literacy and identity curation…

Background: The evidence is limited comparing the effects of entertainment-education (E-E) narrative versus nonnarrative interventions to educate and motivate Latinas to engage in mammography screening. Aims: This study compared an E-E narrative intervention to two nonnarrative interventions' effects among Latinas on breast cancer knowledge and…

This paper aims to challenge limited notions of literacy and argues for the recognition of Maasai women's self-determined learning in order to bring about human development in Kenya. It also seeks to construct a complex picture of literacy, drawing on postcolonial feminist theory as a framework to ensure that the woman's voice is heard. Through…

This study explores the interplay of bilingualism, identity, literacy and culture for CubanAmerican students in the Cuban diaspora. I contextualize their experiences within the social, historical, and political background of Cuban immigration, situating their stories within the conflicting narratives of Cuban-American imagination in the U.S., to…

In this article, the author explores what happens when a group of African American women came together to engage with popular culture narratives (PCNs) soon after 9/11. The author relies on Endarkened Feminist Epistemology to understand the development of raced and gendered meaning making and knowledge development within the inquiry. She also…

Identity and literacy development are two critical processes shaping the life trajectories of adolescents. Identity development in particular can present unique issues for Black adolescent girls, who are positioned in ways to negotiate their identity(ies) when presented with hegemonic language and representations of what is beauty and what is…

This narrative research study involving 13 Hmong college women reveals some of the challenges that multilingual students may face in the American educational system. Using stories told by the participants about their language- and literacy-development experiences, the author identifies commonalities in those experiences. The similarities in their…

This article is informed by multiliteracies pedagogy which recognizes the dynamic nature of reading and writing, particularly in relation to the multiple languages, literacy practices, texts, modalities, and interactions that are part of our world. This framework offers educators a greater appreciation of students' collaborations and text…

This study explores how academically talented Black girls read, write and narrate their lived experiences while attending a predominantly white, selective admissions urban high school. Black girls in these types of settings often experience feelings of isolation and silencing, unjust treatment, and underrepresentation in the curriculum (Carter,…

This study presents a broad overview of diasporic biliteracy developments in immigrant women after examining observation data in one Taiwanese community. Methodologies include a mixture of narrative inquiry with some ethnographic methods. Fifteen Asian women in diaspora, two Burmese, one Cambodian, one Filipino, four Indonesians, three Thai and…