Hanging out in The Studio to challenge xenophobia : consolidating identities as community writers

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Coban, Osman and McAdam, Julie E. and Arizpe, Evelyn (2020) Hanging out in The Studio to challenge xenophobia : consolidating identities as community writers. Literacy, 54 (3). pp. 123-131. ISSN 1741-4350 (https://doi.org/10.1111/lit.12220)

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Abstract

This article examines findings from a Scottish Social Innovation Fund project carried out in an after-school club known as The Studio. Researchers worked alongside artists to engage young people situated within their communities to challenge xenophobic discourses through the creation of positive narratives developed through story and arts-based activities. The work used the “deep hang out theory” to generate a complex account of how the participants mediated the cultural tools surrounding them to produce a community text. Through engaging in an arts-based process, the young writers and illustrators developed a sense of belonging within their communities, taking an active, engaged stance as literacy producers of texts that challenged xenophobic discourses. The lessons learned in this informal space are of relevance across contexts where young people wish to engage in creating positive narratives of community cohesion.

ORCID iDs

Coban, Osman ORCID logoORCID: https://orcid.org/0009-0003-5227-3174, McAdam, Julie E. and Arizpe, Evelyn;
  • Item type:Article
    ID code:88384
    Dates:
    Date
    Event
    11 September 2020
    Published
    13 April 2020
    Published Online
    25 February 2020
    Accepted
    30 April 2019
    Submitted
    Notes:Copyright © 2020 Owner. This is the peer reviewed version of the following article: Coban, O, McAdam, JE & Arizpe, E 2020, 'Hanging out in The Studio to challenge xenophobia: consolidating identities as community writers', Literacy, vol. 54, no. 3, pp. 123-131, which has been published in final form at https://doi.org/10.1111/lit.12220. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
    Subjects:Language and Literature > Childrens literature
    Education > Theory and practice of education
    Social Sciences > Social pathology. Social and public welfare > Social service. Social work. Charity organization and practice
    Department:Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
    Depositing user: Pure Administrator
    Date deposited:11 Mar 2024 10:46
    Last modified:11 Nov 2024 14:14
    URI:https://strathprints.strath.ac.uk/id/eprint/88384
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