Summary Of David E. Kirkland's The Skin We Ink

“I can read you like a book” is a phrase used to describe one's ability to comprehend another’s thoughts, emotions, and motives through their actions and behaviors. But what if the stories of people’s thoughts, emotions, and motives could be just as easily comprehended through the ink on their skin?

Tattoos have been symbols of art, identity, and culture for centuries, but only recently have they been considered a form of literature. David E. Kirkland's scholarly article, The Skin We Ink: Tattoos, Literacy, and a New English Education, published in July 2009, explores how traditional definitions of literacy fail to encompass its broader, more symbolic expressions—especially those used by marginalized, African American youth. With this publication,

Kirkland establishes trust with readers through his academic background and personal involvement in researching marginalized, African American youth. He states, “Through months of ethnographic research, I walked with these young men, listened to their stories, and came to understand the ways in which their tattoos narrated lives too often silenced in conventional academic settings” (Kirkland 379). By grounding himself in their world, Kirkland communicates that he understands their stories within the greater context of oppression they face. His ethos is further developed by mentioning his academic expertise: “As a scholar of literacy and culture, I have spent years studying the ways in which marginalized communities construct meaning, often through non-traditional literacies that challenge dominant societal narratives” (Kirkland 381). His academic background directly aligns with his current research, furthering the credibility of his

Kirkland states, “Literacy is more than the mere ability to read and write; it is a dynamic practice through which individuals, particularly those on the margins, make meaning and assert their identities. Tattoos, as visual texts, offer rich narratives that deserve to be read and interpreted.” (Kirkland 390). Kirkland reasons that tattoos communicate meaning to the same degree as traditional texts, and should, therefore, be treated alike. He directly addresses educational institutions by stating, “Our schools often fail to recognize the multiple ways in which students, particularly those from marginalized communities, communicate their lived experiences. By expanding our definition of literacy to include non-traditional forms like tattoos, we acknowledge the rich, complex ways in which these young people construct meaning.” (Kirkland