Murris / Haynes Literacies, Literature and Learning

Reading Classrooms Differently
1. Auflage 2018
ISBN: 978-1-351-40090-9
Verlag: Taylor & Francis
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 246 Seiten

Literacies, Literature and Learning adopts a post-humanist, relational and affective framework to attend to a number of pressing questions in literacy education practices, such as the poor quality of many children’s experiences as readers and thinkers and the degrading impact of constant and narrow skills measurement and comparison. Using literacy as a positive lever to disrupt adults’ binary thinking, the book makes a posthuman ethics possible where boundaries are queered and the current marginalisation of children as thinkers is disrupted.

Authored by members of a diverse team from three continents, the book engages with empirical data gathered in one literacy lesson in a diverse South African classroom. Contributors provide diffractive, in-depth enquiries into this lesson through different transdisciplinary lenses. Challenging the persistence of human-centric social, psychological and scientific categories that focus on individualistic and linear notions of the knowing subject, Murris and Haynes interrogate and disrupt the colonising characteristics of humanism in order to imagine and become involved with thinking and doing childhood and literacy education in a different way. But the scope of the book is also broader, offering a reconfiguration of the human through a rethinking of child and childhood.

Offering theoretical support and practical guidance, 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, education or the wider social sciences. It should also be essential reading for teacher educators and practitioners around the world.

Autoren/Hrsg.

Murris, Karin

Haynes, Joanna

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Part One Introduction: Collaborative Philosophical Playthinking in one South African literacy classroom, Karin Murris and Joanna Haynes 1. Decolonising childhood: Diffraction, Dis/identification, Naturecultures, Karin Murris Part Two 2. Diving into the book: an intra-view between Viviane Schwartz and Sara Stanley, Viviane Schwartz and Sara Stanley 3. Objects flowing into the picturebook, into the classroom: Dis/continuity and dis/identification, Joanna Haynes, Karin Murris and Chris Ouma 4. Diving for Treasures: Laughter, affect and atmosphere in the classroom, Sara Stanley and Judy Crowther 5. Story, stillness and structures: Children inside the book, Thandeka Ncube, Joanne Peers, Rose-Anne Reynolds and Sara Stanley 6. Bodies with legs in the classroom: Fidgeting and how different video-recording practices matter, Sumaya Babamia and Karin Murris 7. Philosopher Children and the Decolonial Project, Kai Wood Mah and Patrick Lynn Rivers 8. From facilitating to difficultating: The position of a teacher in a philosophical education, Joanna Haynes and Walter Kohan 9. Philosophising with How to Find Gold and the decolonisation of childhood discourses, Sara Stanley and Viviane Schwartz.

Über Autor(innen)

Karin Murris is Full Professor of Pedagogy and Philosophy in the School of Education at the University of Cape Town in South Africa.

Joanna Haynes is Associate Professor in Education Studies at Plymouth University in the UK.