Composition Studies journal link: https://compstudiesjournal.com/current-issue-spring-2022-50-1/
I was honored to be a contributor to a position statement for the National Council of Teachers of English (NCTE) on Media Education in English Language Arts. The statement provides support on behalf of the national organization and its members for educators whose institutions do not recognize how technology, media, and multimodal composing parallel traditional English Language Arts curricula while offering culturally and technologically relevant skills and literacies to students who read and write in these digital spaces.
The statement can be read on NCTE's website: https://ncte.org/statement/media_education/
A Washington Post columnist took umbrage with a lack of practical suggestions in the statement, but the intended audience for the statement is English educators who know how to suitably incorporate media texts into their class, though may lack the institutional support to do so.
This statement affirms the innovative practices of educators who seek to address the literacy rates that the authors points to in the introduction as the problem that he feels is not being addressed in this statement that tells administrators and school board officials that they should trust their educators to engage their students in new ways that will positively impact their literacy scores.
Feeling really grateful to the editors of this special collection, Christina Cedillo, Ersula Ore, and Kim Wieser, for including my work with so many great contributions. What's even more humbling is how something I said in conversation ended up in a Sonia Arellano, José Cortez, and Romeo Garcia's piece on shadow work with academia, and a reference to my digital testmonio chapter was included in Christine Garcia, Genevieve de Mueller Garcia, Christina Cedillo and Les Hutchinson Campos' piece on mentorship.
Christine Garcia et al.: https://compositionstudiesjournal.files.wordpress.com/2021/10/garcia-campos-de-mueller-cedillo.pdf
Talking #brownTV asks us to retrain our eyes to see brown as beyond black and white, thereby teasing out the nuance and complexity that’ is often ignored in polarised responses to Latinx representation.
Super thankful to Distinguished Professor and author/editor of 20+ books, Frederick Luis Aldama, for having me as a guest on his Latinx Pop Lab video podcast. I had a really great time talking about my book and other Latinx pop culture.
Pedagogue is a podcast hosted by Shane A. Wood and sustained by the voices of others. Pedagogue is a podcast about teachers talking writing, dedicated to building a supportive community, committed to facilitating conversations that move across institutions and positions, and designed to help celebrate the labor teachers do inside and outside the classroom.The purpose of Pedagogue is to promote diverse voices at various institutions and help foster community and collaboration among teachers of writing. Each episode is a conversation with a teacher (or multiple teachers) about their experiences teaching writing, their work, inspirations, assignments, assessments, successes, and challenges. Episodes include voices from secondary and post-secondary teachers, graduate students, emeriti, distinguished teacher-scholars, and emerging teacher-scholars from high schools, community colleges, four-year universities, private universities, research universities, Tribal Colleges and Universities (TCUs), Historically Black Colleges and Universities (HBCUs), and Hispanic-Serving Institutions (HSIs).
