When Ana, a student in Miss Jerome’s American Literature course, watched a makeup tutorial instead of completing her assigned work, it became a critical incident highlighting how one educator used student counterscripts to critically center students’ ways of knowing and ways of being in the English curriculum. Using culturally sustaining pedagogies as a framework, the instructional practices reflect resistance to western, Eurocentric literacy standards and school standards of professionalism that reify white supremacy. By centering orality through multi-party discourse and literary theory, ultimately the youth in Miss Jerome’s classroom learned literacies to make agentive decisions about their own bodily autonomy.

中文翻译：

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“这是Manist”：作为英语课程变革催化剂的反标

当杰罗姆小姐美国文学课程的学生安娜观看化妆教程而不是完成她分配的作业时，这成为了一个关键事件，突出了一位教育家如何使用学生的反驳来批判性地集中学生的英语知识和学习方式课程。使用文化上可持续的教学法作为框架，教学实践反映了对西方、以欧洲为中心的识字标准和学校专业标准的抵制，这些标准具体化了白人至上。通过以多方话语和文学理论为中心的口语，杰罗姆小姐课堂上的年轻人最终学会了文学，以便对自己的身体自主做出主动决定。