Affect, Embodiment, and Place in Critical Literacy
Routledge (Verlag)
978-0-367-78416-4 (ISBN)
This book explores the impact of sensation, affect, ethics, and place on literacy learning from early childhood through to adult education. Chapters bridge the divide between theory and practice to consider how contemporary teaching and learning can promote posthuman values and perspectives.
By offering a posthuman approach to literacy research and pedagogy, Affect, Embodiment, and Place in Critical Literacy re-works the theory-practice divide in literacy education, to emphasize the ways in which learning is an affective and embodied process merging in a particular environment. Written by literacy educators and international literacy researchers, this volume is divided into four sections focussing on: Moving with sensation and affect; becoming worldmakers with ethics and difference; relationships that matter in curriculum and place; before drawing together everything in a concise conclusion.
Affect, Embodiment, and Place in Critical Literacy is the perfect resource for researchers, academics, and postgraduate students in the fields of literacy education and philosophy of education, as well as those seeking to explore the benefits of a posthumanism approach when conceptualising theory and practice in literacy education.
Kimberly Lenters is an associate professor of language and literacy education at the Werklund School of Education, University of Calgary, Canada. Mairi McDermott is an assistant professor of sociology of education at the Werklund School of Education, University of Calgary, Canada.
Foreword—The Gradual Instant; Preface; Introducing Affect, Embodiment and Place in Critical Literacy; ORIENTING MAP I Mapping Posthuman Concepts; PLATEAU I Moving with Sensation and Affect; Listening to Junk: Sensorial Assemblages and Community Engagement; How Minor Gestures Generate Relational Transformations in the Act of Literacy Teaching and Learning; Experimentations in Affective Reading for Adult Language Classrooms; Planning-as-Burden, Planning-as-Gift: Shifting to Gift-Economy Approaches to Teaching and Learning; ORIENTING MAP II Opening Minds, Eyes, Ears and Doors: Emergent Learning Opportunities for Literacy Educators Weaving Theory in Everyday Classrooms; PLATEAU II Becoming Worldmakers with Ethics and Difference; What Nose Hill Taught Us About Boundary-Making, Boundary-Knowing, and Boundary-Becoming.
| Erscheinungsdatum | 06.04.2021 |
|---|---|
| Reihe/Serie | Routledge Research in Education |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 344 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 0-367-78416-5 / 0367784165 |
| ISBN-13 | 978-0-367-78416-4 / 9780367784164 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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