Session II: Rosa M Ailabouni Room

Tamara Butler
Teaching and Learning, Multicultural and Equity Studies in Education
Dr. Valerie Kinloch, Advisor

Title: “React to our…revolution”: Exploring the Art of Youth Activist Narratives
Abstract: How might the community engagement of youth impact community change and classroom practices? The presented research will highlight how young people develop a critically conscious research agenda and use artistic restorying to educate peers and community members about local injustices, specifically human sex trafficking. Contact: butler.472@osu.edu

Ashley Patterson
Teaching and Learning, Multicultural and Equity Studies in Education
Dr. Cynthia Tyson, Advisor

Title: “Well, in America, You are Black”: ‘Tragic Mulatta’ Narratives in Tia & Tamera
Abstract: Through critical analysis of the discourses engaged by two biracial women featured in a reality TV show, this study seeks to examine the range of themes that emerge as biracial individuals take up the task of naming themselves in racial terms. Contact: patterson.647@osu.edu

Allison Prasad
Teaching and Learning, Multicultural and Equity Studies in Education
Dr. Valerie Kinloch, Advisor

Title: Lift Every Voice: The Counter-Stories and Narratives of African American Students at Predominately White Institutions of Higher Education
Abstract: This session will focus on centering student voices, reimagining educational spaces, and examining the role of power and belonging in educational research through the theoretical framework of critical race theory, specifically the tenet of counter-storytelling and narratives. Contact: prasad.32@osu.edu

SangHee Ryu
Teaching and Learning, Language, Education, and Society
Dr. David Bloome, Advisor

Title: (Re)constructing Rationality in the Teaching and Learning of Argumentative Writing in One Suburban Advanced Placement High School English Language Arts Classroom
Abstract: Argumentation is built upon definitions of rationality. However, in the field of literacy education, the underlying rationality issues have been little explored, discussed, and conceptualized. Building on social constructionist views and interactional sociolinguistics, I explore how a teacher and students in one high school literacy classroom constructed and reconstructed underlying rationalities. Contact: ryu.83@osu.edu