An ontoethics of languages and literacies pedagogies: 1st Edition (Paperback) book cover

An ontoethics of languages and literacies pedagogies

1st Edition

Edited by Kelleen Toohey, Suzanne Smythe, Diane Dagenais

Routledge

216 pages | 31 B/W Illus.

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Description

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.

Table of Contents

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

About the Editors

Suzanne Smythe, Assistant Professor, Faculty of Education, Simon Fraser University is an adult literacy researcher and educator who works closely with community-based agencies and educators to understand the implications of new technologies for literacies and learning. She is particularly interested in the potential of technologies to inscribe old and new modes of control and exploitation. She is currently exploring the potential of participatory technology design to intervene in such assemblages and to forge new ways to think and do techno-literacies.

Kelleen Toohey, Professor Emerita, Simon Fraser University, Vancouver, BC has been teaching and writing about the education of children whose languages have been minoritized in Canada, especially English language learners. Her book, Learning English at school: Identity, socio-material relations and classroom practice (2nd edition) is in press with Multilingual Matters. Her recent work has explored the affordances of digital making for language and literacy learning.

Diane Dagenais, Professor, Simon Fraser University, works in French second language and minority language education. Her research has documented the literacy practices of multilingual children in families, communities and schools. Her recent studies examine encounters between multilingual youth and digital tools for video and story production. Her work is published in a range of French and English language education journals.

Subject Categories

BISAC Subject Codes/Headings:
LAN000000
LANGUAGE ARTS & DISCIPLINES / General
LAN009000
LANGUAGE ARTS & DISCIPLINES / Linguistics / General