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 Transforming Language and Literacy Education, editors Kelleen Toohey, Suzanne Smythe, Diane Dagenais and Magali Forte 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 diverse groups of learners including young children, youth and adults in formal educational and community-based settings. Challenging and disruptive, this is a unique and important contribution to language and literacy education.
"This book unsettles the reader through stories, questions, wonderings, and wanderings; it takes us through a series of encounters into the not-yet-known. The authors invite us to explore, as educators, the emergence of our own capacity to affect and be affected by others—where those others are both human and more-than-human. The multiple and emergent educational encounters that the authors offer us are embodied, and they are grounded in place; and they take us, through new materialist and posthumanist experimentation, into inspiring new ways of knowing-in-being. Together these papers engage in a Baradian ethico-onto-epistemological exploration of pedagogical becomings. They are beautifully written and make a vital and timely contribution to educational thought and practice."
Bronwyn Davies Emeritus Professor Western Sydney University
"Calling for radical hope, this volume opens potentials for language and literacies research that reaches beyond critique alone and into more just, speculative futures. Toward such futures, the authors develop orientations to language and literacies research that value the ‘more than’ of experience that affects this sense of radical hope."
Christian Ehret, McGill University
Introduction by Kelleen Toohey, Suzanne Smythe, Diane Dagenais and Magali Forte (co-editors)
Chapter 1: Making and unmaking literacy desirings: Pedagogical matters of concern from Writers’ Studio by Tara Gutshall Rucker and Candace R. Kuby
Chapter 2: Practising place-thought and engaging in critical place inquiry in a public park: Listening, letting go, and unsettling our writing pedagogies by Michelle A. Honeyford and Jennifer Watt
Chapter 3: Becoming posthuman – Bodies, affect, earth at the school garden by Saskia Van Viegen
Chapter 4: Lekta and literacy in early childhood education – Entwinements of idealism and materialism by Liselott Mariett Olsson
Chapter 5: Rethinking causality through children’s literacies by Jacqueline Barreiro
Chapter 6: A rhizomatic case analysis of instructional coaching as becoming by Brandon Sherman, Mari Haneda and Annela Teemant
Chapter 7: ‘This documentary actually makes Welland look good’: Exploring posthumanism in a high school documentary film project by Amélie Lemieux and Jennifer Rowsell
Chapter 8: Affect theory as a lens on teacher thinking in adult language classrooms by Monica Waterhouse
Chapter 9: The problem and potential of representation: Being and becoming by Margaret MacDonald, Cher Hill and Nathalie Sinclair
Chapter 10: Exploring affect in stop frame animation by Gabriele Budach, Dimitri Efremov, Daniela Loghin and Gohar Sharoyan