Exclusive web offer for individuals on print books. Terms & Conditions may apply.
Sale runs through Dec. 31st, 2019.
Routledge
216 pages | 31 B/W Illus.
The field of languages and literacies education is undergoing rapid transformation. Scholarship that draws upon feminist, post-colonial, new material and posthuman ontologies is transcending disciplinary boundaries and disrupting traditional binaries between human and nonhuman, the natural and the cultural, the material and the discursive.
In An ontoethics of languages and literacies pedagogies, editors Kelleen Toohey, Suzanne Smythe, and Diane Dagenais bring together accessible, conceptually rich stories from internationally diverse authors to guide new practices, new conversations and new thinking among scholars and educators at the forefront of languages and literacies learning. The book addresses these concepts for three groups of learners: young children; older learners and youth in institutionalized schooling; and adult learners and community learning settings. Challenging and disruptive, this is a unique and important contribution to language and literacy education.
Introduction – Kelleen Toohey, Suzanne Smythe, Diane Dagenais
Section 1. New materialities, languages and literacies in early learning settings.
1. Literacy desirings: Play and posthuman pedagogies – Candace Kuby
2. Play and place-making, young children learning out of school – Cher Hill, Margaret MacDonald, Nathalie Sinclair
3: Decolonizing, disrupting, decentring: Undoing subjectivities in young children’s languages learning –Christian Ehret
4. Writing materiality into young children’s language learning: A new or other ethnography-pedagogy? –Kelleen Toohey
5. Undoing methods, undoing pedagogy: Post-qualitative research with young children – Bronwyn Davies
6.Taking children’s questions as ‘events’ for curriculum – Liselotte M. Olsson
Section 2. New materialities, languages and literacies with older children and youth.
7. Maker spaces and posthuman pedagogies – Jennifer Rowsell
8. Video games, virtual worlds and nonhuman agents in youth gaming pedagogies: Implications for literacy – Guy Merchant and Cathy Burnett
9. Translanguaging in digital storymaking: Pedagogies when languages entangle – Diane Dagenais
10. Troubling race and colonial discourses in new material language pedagogies with racialized youth – Suresh Canagarajah
11. When ‘things do not add up and when they could never add up’: Tensions in Maori and Pakeha pedagogical relationships – Alison Jones
12. Not-literacy: Affective intensities and performativity in the un(making) of literacy pedagogies –Kevin Leander
13. Transcultural literacy pedagogies: Indigenous stories and artefacts in teaching writing to secondary students – Michelle Honeyford
Section 3. New materialities, languages and literacies in adult learning settings.
14. Practices of Othering in international education assemblages in post-secondary education – Roumi Illieva and Aisha Ravindran
15. A rhizo-analysis of ‘safe space’ pedagogies in adult English Second Language classrooms –Monica Waterhouse
16. Speculative thinking, quantum leaps: Disrupting societies of control in public computing centres – Suzanne Smythe
17. Undoing individual agencies: A sociomaterial approach to work skills programs for adults – Tara Fenwick
18. The test as apparatus: Embedded pedagaogies and agencies in an international standardized literacy assessment – Brian Maddox
19. Eco-literacies, colonialities and place-based pedagogies: and unlearning environmental education – Zoe Todd
20. The end of literacies – Suzanne de Castell, Jennifer Jenson, Kurt Thumlert
Conclusion: Language and literacy pedagogies in international perspective
