missing rest of sentence? one idea would be something around "nourish" and/or the society/self connection.

cut "and"

Might add in aspects of "conversations" here. She mentioned "listening non-judgmentally" and being client-centered

opportunity to highlight the "rocks" metaphor, for consistency, and to not repeat "gaps and holes"

not sure what this means? to what ends or partnership with whom?

call to action

sociopolitically situated understandings of media literacy's import

research framing to index

Wondering what it means to "resist" stereotypes...I'm thinking of making and remaking as these students learned to unpack the stereotypes... I think an important question is what do we put in their place?

Yes. I have found Dumas' work on the implausibility of Black childhood informative. "If children in general are materially vulnerable, and their perspectives and social worlds seldom acknowledged in public and policy discourse, it is no surprise that Black children are among the most invisible, the most underrepresented and misrepresented, of all." Dumas & Nelson (2016)

I would like to trouble the framing of these "new performative options of adolescence" that were made available. The young students, Ann and Dominique appear to affirm moves to silence as new learning gained from engaging with this theory around performing adolescence. Black girls' self-imposed silence cannot be the end of our pedagogical imaginations.

How might we widen our lenses to fully capture their contributions to these "ideas of adolescence"? They have something to add. Angry. Beautiful. And necessary.

I always find it intriguing to consider what happens when youth see themselves reflected in theory/ are given analytical tools to examine their realities. Appreciating this study for taking up that consideration.

Appreciated being introduced to Lesko's work. It's important to unpack how taken-for-granted constructs like "adolescence" didn't always exist. Why did they come into being? In what context and what purpose might they serve?

so much of what we do is produced through performance. When I first saw the article title, I thought of Goffman's (1978) dramaturgical framing of performance between audiences and roles that invisibly govern how we act. "All the world is a stage..."

Appreciating the inclusion of Soja's theorization of space and place as socially constructed. It brings in a powerful focus on the agentive capacities of particularly collective action to change how geographies are constituted. Hence the youth's "composing their city" is more than independent writing, but imbued with power, and potential for consequential legacy.

Reading for 4/11

Key question. Causes me to wonder how might students know when school is not enough? How do they identify when school is not enough? I believe that a critical pedagogy calls us to provide them with the language, indicators, theories to do this. Because otherwise they may think they are the problem. My hunch is that they innately know that school is not enough, and their (inter)actions, decisions will show it. But one important determinant of their psychosocial outcomes will be recognizing that it’s the ecosystem of school that is an issue worth addressing.

A wondering I have: is it possible for educators to encourage students to produce counternarratives that reject deficit discourses about Blackness if they themselves have never done so? What then, is the responsibility of the educator in interrogating, digging into the affirmation of Black life if they are to generate these practices in Black youth?

The move of "stepping away" becomes so powerful—Rendell's explication of why he made this decision highlights his consciousness informed by his decision to learn in a more meaningful context. This move gets mislabeled by schools as disengagement, but there is much more that was happening. How might we (educators) widen our lenses to 1) recognize the learning happening in the "stepping away" and 2) bring that learning into schools?

So important. I would argue that one element of this "support" is also engaging in creation with new media genres ourselves as educators and teacher educators.

I continue to think about the affordances and potentials of Black Twitter. The digital footprint it captures represents an amazing, dynamic display of ingenuity, digital remixing, and multimodal and linguistic creativity. These creations/convos are agentive responses to racial violence. Important to recognize these critical digital literacies in situ.

This list provides an astute rhetorical analysis of texts in everyday life. Appreciate the inclusion of it for use by broad audiences. Also brings to mind the Center for Media Literacy's 5 key questions for deconstructing media messages: Who created this message? Why is this message being sent? (Always ties back to profit/ power).

This flattening of a complex narrative of identity is what leads to dehumanization. So important for teachers, (and thereby teacher educators) to emphasize the nuances inherent in any cultural group—intra-group diversity as well as inter-group diversity.

Takes a while to find patterns

hahahah!

librarians as skill cultivators rather than resource curators.

important and not currently reflected in most standards

new media literacies as a social skill, although not only social

We are going to start here.