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Literacies, Literature and Learning: Reading Classrooms Differently PDF

247 Pages·2018·7.078 MB·English
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Literacies, Literature and Learning Literacies, Literature and Learning: Reading Classrooms Differently attends to pressing questions in literacy education, such as the poor quality of many children’s experiences as readers, routine disregard for their thinking and the degrading impact of narrow skills measurement and comparison. This cutting-edge book moves beyond social, psychological and scientific cat- egories that focus on individualistic and linear notions of the knowing sub- ject; of progress and development; and of child as less than fully human. It adopts a posthumanist framework to explore new perspectives for teaching, learning and research. Authors from diverse disciplines and continents have collaborated to interro- gate the colonising characteristics of humanism and to imagine a different – more just – reading of a literacy classroom. Questions of de/colonisation are tackled through the exploration of both education and research practices that seek to de- centre the human and include the more than human. Inspired by an example of high quality children’s literature, playful philosophical teaching and the power of the material, the authors show how the chapters diffract with one another, thereby opening up radical possibilities for a different doing of childhood. The book hopes to help transform adult-child relationships in schools and universities. As such, it should be of great interest to academics, researchers and postgraduate students in the areas of literacy, philosophy, law, education, the wider social sciences, the arts, health sciences and architecture. It should also be essential reading for teacher educators and practitioners around the world. Karin Murris is Full Professor of Pedagogy and Philosophy in the School of Education at the University of Cape Town, South Africa. Joanna Haynes is Associate Professor in Education Studies at Plymouth University Institute of Education, UK. Literacies, Literature and Learning Reading Classrooms Differently Edited by Karin Murris and Joanna Haynes First published 2018 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2018 selection and editorial matter, Karin Murris and Joanna Haynes; individual chapters, the contributors The right of the editor to be identified as the author of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Copyright © 2016 Viviane Schwarz. From HOW TO FIND GOLD by Viviane Schwarz. Reproduced by kind permission of Walker Books Ltd, London SE11 5HJ. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for this book has been requested ISBN: 978-1-138-30192-4 (hbk) ISBN: 978-0-203-73209-0 (ebk) Typeset in Bembo by Apex CoVantage, LLC To creative experimentation and mutual collaboration across and through differences of age, gender, race, species, disciplines, professions and status. Contents List of figures ix Acknowledgements xi PART I How to find gold in literacies 1 1 Philosophical playthinking in a South African literacy ‘classroom’ 3 KARIN MURRIS WITH JOANNA HAYNES 2 Posthumanism, de/colonising education and child(hoods) in South Africa 25 KARIN MURRIS 3 Philosophy for Children: a postdevelopmental relationality 50 KARIN MURRIS AND JOANNA HAYNES 4 The ‘classroom’ and posthuman research methodologies 64 KARIN MURRIS AND JOANNA HAYNES PART II Finding gold in a South African literacy classroom 85 5 Beyond words: materiality and the play of things 87 THERESA GIORZA AND JOANNA HAYNES 6 Bodies with legs: ‘fidgeting’ and how recording practices matter 110 KARIN MURRIS AND SUMAYA BABAMIA viii Contents 7 Chairs and questions at work in literacies 129 ROSE-ANNE REYNOLDS WITH JOANNE PEERS 8 Digging and diving for treasure: erasures, silences and secrets 149 KARIN MURRIS AND JUDY CROWTHER, WITH SARA STANLEY 9 The text in the classroom: decolonial reading practices 173 CHRISTOPHER OUMA 10 Philosopher children moving through spacetime 187 KAI WOOD MAH AND PATRICK LYNN RIVERS 11 Facilitating and difficultating: the cultivation of teacher ignorance and inventiveness 204 JOANNA HAYNES AND WALTER KOHAN Contributors 222 Index 227 Figures 2.1 Cogito ergo sum on the back of a toilet door at the University of Cape Town. 28 2.2 Venn diagram situating critical posthumanism in the ‘posts’. 31 3.1 How to Find Gold (2016). 54 4.1 The ‘classroom’. 65 5.1 Floor, bodies, worldmapping, from How to Find Gold (Schwarz 2016). 95 5.2 Playing with string. 98 5.3 Feet that speak. 100 5.4 Relaxed toes and angry toes. 103 5.5 The soles/souls of shoes. 103 5.6 Scissor power. 105 5.7 Feet waving. 105 5.8 Scissors become toes. 106 6.1 Pen-ink-foot-teacher-child entanglement. 115 6.2 Spell-bound listening to the story. 116 6.3 ‘The American-Objective View’; camera man and his assistant. 120 6.4 The GoPro – a wide-angled view with a fixed camera. 121 6.5 Bodies with legs entangled in the classroom. 122 6.6 Book-crocodile-children’s-entangled-bodies-map-floor- paper-camera-koki pens. 123 7.1 Chair with chair bag. 135 7.2 Bird’s eye view of the circle. 136 7.3 Anna with Crocodile on her back. 138 7.4 The giant squid. 140 7.5 The boy, the chair and the book. 143 8.1 The ‘classroom’. 151 8.2 Secret fears. 152 8.3 The children pass a secret around. 155 8.4 Crocodile invites Anna to make a secret face. 156 8.5 Ameera intra-acting with Tshepo. 158

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