Vaughn Watson

This article explores narratives centered on immigrants in social media, examining how such narratives foster solidarity — a dynamic practice of interconnected, adaptive, and resilient community building across cultural and racial differences — and their implications for education.

ABSTRACT This qualitative research study examines the perspectives of pre-service teachers (PSTs) in the US and South Africa as they learned about the pedagogy of compassion as a generative approach for supporting students in navigating issues of social justice in the context of English teaching and learning. We examine PSTs’ work generated in a secondary English methods course in the US and interviews with 14 PSTs: 10 in the US and 4 in South Africa.

by Juliet Hess, Vaughn W. M. Watson & Matthew R. Deroo - 2019 Background/Context: Youth’s multiliteracies and musical practices are increasingly considered as taking place beyond school and including community-based educational contexts. Literacy scholars increasingly seek to understand the social and cultural contexts of literacy practices, underscoring youths' identities as present and future civic participants.