Pub Date : 2023-06-26DOI: 10.1108/etpc-02-2023-0013
Tracey T. Flores
Purpose The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities. Design/methodology/approach This is a case study focused on the experiences of five Latina girls who participated in Somos Escritoras and what they define as the important aspects of the program that supported their personal and academic development. Findings Through girls writing, interview transcripts, and ethnographic conversations, their words illustrate how Somos Escritoras provided a safe space to examine their lives and find comunidad. Girls described the value they found in examining their lives through art and writing in ways that school did not invite them to do. Also, girls discussed the power they found in writing alongside Latinas their age and Latina mentors. Originality/value This study offers pedagogical implications for English language arts classrooms and schools to support Latina girls’ college-going identities.
{"title":"Composing college identities: Latina girls writing their way to the Universidad","authors":"Tracey T. Flores","doi":"10.1108/etpc-02-2023-0013","DOIUrl":"https://doi.org/10.1108/etpc-02-2023-0013","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6–8), as a program that supports not only writing and literacy development of girls, but also their college going identities.\u0000\u0000\u0000Design/methodology/approach\u0000This is a case study focused on the experiences of five Latina girls who participated in Somos Escritoras and what they define as the important aspects of the program that supported their personal and academic development.\u0000\u0000\u0000Findings\u0000Through girls writing, interview transcripts, and ethnographic conversations, their words illustrate how Somos Escritoras provided a safe space to examine their lives and find comunidad. Girls described the value they found in examining their lives through art and writing in ways that school did not invite them to do. Also, girls discussed the power they found in writing alongside Latinas their age and Latina mentors.\u0000\u0000\u0000Originality/value\u0000This study offers pedagogical implications for English language arts classrooms and schools to support Latina girls’ college-going identities.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131132639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-22DOI: 10.1108/etpc-05-2023-0052
Dasmen Richards, A. Lawson, Jaime Nicol, Ben Woodcock, Taria Pritchett, David Julien
Purpose This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper aims to provide various recommendations for English teachers and teacher educators who are invested in fostering the college aspirations of students. Design/methodology/approach This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths' University Futures and Literacies.” A group of six educators convene to develop recommendations for English teachers and teachers educators that can be helpful when engaging with students regarding their college aspirations. Findings This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” We provide nine recommendations for English teachers and teachers educators to support students' college access and readiness. Originality/value This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper generates new insights to further develop college readiness and access within English classrooms.
{"title":"Fostering college aspirations: engaging English teachers in students’ future pathways","authors":"Dasmen Richards, A. Lawson, Jaime Nicol, Ben Woodcock, Taria Pritchett, David Julien","doi":"10.1108/etpc-05-2023-0052","DOIUrl":"https://doi.org/10.1108/etpc-05-2023-0052","url":null,"abstract":"\u0000Purpose\u0000This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper aims to provide various recommendations for English teachers and teacher educators who are invested in fostering the college aspirations of students.\u0000\u0000\u0000Design/methodology/approach\u0000This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths' University Futures and Literacies.” A group of six educators convene to develop recommendations for English teachers and teachers educators that can be helpful when engaging with students regarding their college aspirations.\u0000\u0000\u0000Findings\u0000This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” We provide nine recommendations for English teachers and teachers educators to support students' college access and readiness.\u0000\u0000\u0000Originality/value\u0000This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper generates new insights to further develop college readiness and access within English classrooms.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125364298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1108/etpc-10-2022-0153
Jennifer D. Turner
Purpose This paper aims to demonstrate how Alayah, a 16-year-old African American girl, leverages multiple expressive modes for intersectional self-representation as speculative design. Here, speculative design refers to a multimodal composition (i.e. digital collage) which leverages multiple expressive modes for intersectional self-celebration in possible futures. Design/methodology/approach Informed by intersectional multimodal literacy frameworks and analyses, this paper addresses the question, “How does Alayah represent her college and career futures in her speculative multimodal design? To address this question, the author analyzed Alayah's digital collage using an intersectional multimodal analysis template complemented by a thematic analysis of her interview data and the narrated explanation of her collage. Findings In a speculative design composed of 15 images and words, Alayah agentively determined and critically celebrated her intersectional college and career futures through four interrelated themes: Black girl affirmation; Collegiate success; “Sweet” work; and Black livingness. Originality/value By centering Black girls’ speculative multimodal designs in college and career curricula, ELA educators (re)imagine college and career pedagogies to critically celebrate Black adolescent girls as intelligent, empowered and literate young women worthy of the futures that they desire.
{"title":"Celebrate with me: a black adolescent girl’s speculative multimodal design of intersectional college and career futures","authors":"Jennifer D. Turner","doi":"10.1108/etpc-10-2022-0153","DOIUrl":"https://doi.org/10.1108/etpc-10-2022-0153","url":null,"abstract":"\u0000Purpose\u0000This paper aims to demonstrate how Alayah, a 16-year-old African American girl, leverages multiple expressive modes for intersectional self-representation as speculative design. Here, speculative design refers to a multimodal composition (i.e. digital collage) which leverages multiple expressive modes for intersectional self-celebration in possible futures.\u0000\u0000\u0000Design/methodology/approach\u0000Informed by intersectional multimodal literacy frameworks and analyses, this paper addresses the question, “How does Alayah represent her college and career futures in her speculative multimodal design? To address this question, the author analyzed Alayah's digital collage using an intersectional multimodal analysis template complemented by a thematic analysis of her interview data and the narrated explanation of her collage.\u0000\u0000\u0000Findings\u0000In a speculative design composed of 15 images and words, Alayah agentively determined and critically celebrated her intersectional college and career futures through four interrelated themes: Black girl affirmation; Collegiate success; “Sweet” work; and Black livingness.\u0000\u0000\u0000Originality/value\u0000By centering Black girls’ speculative multimodal designs in college and career curricula, ELA educators (re)imagine college and career pedagogies to critically celebrate Black adolescent girls as intelligent, empowered and literate young women worthy of the futures that they desire.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"2020 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134231362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-09DOI: 10.1108/etpc-09-2022-0128
Julia C. Duncheon, Dustin Hornbeck, Reid Sagara
Purpose This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all. Design/methodology/approach Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice. Findings Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum. Originality/value This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.
{"title":"Culturally relevant approaches to fostering postsecondary readiness in the dual credit English classroom","authors":"Julia C. Duncheon, Dustin Hornbeck, Reid Sagara","doi":"10.1108/etpc-09-2022-0128","DOIUrl":"https://doi.org/10.1108/etpc-09-2022-0128","url":null,"abstract":"\u0000Purpose\u0000This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all.\u0000\u0000\u0000Design/methodology/approach\u0000Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice.\u0000\u0000\u0000Findings\u0000Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum.\u0000\u0000\u0000Originality/value\u0000This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125133003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1108/ETPC-06-2023-199
C. Ehret, Tori K. Flint, J. Lammers, A. Magnifico, R. A. Mora
During the COVID-19 pandemic, educators observed increased student stress and disconnection in formal learning environments, whereas young people turned to playing, gaming and collaborative writing to cultivate connections during this upheaval. Using Thiel's previous theoretical work, Woodard and colleagues explore playful dramatizing, multimodal composing and science learning through one fourth-grade girl's video about food chains. [...]Beauchemin and Qin take up affect as relational and performed forces that emerge from the inbetweenness among people, objects and material and discursive contexts. [...]in "Press Play,” community leader Karl André St-Victor describes how playful practices at Chalet Kent, a community youth center in Montréal, sustain strong senses of belonging and companionship among youth and center staff.
{"title":"Guest editorial: Playful literacies across ages and contexts: new horizons for pleasure, affect, and living texts","authors":"C. Ehret, Tori K. Flint, J. Lammers, A. Magnifico, R. A. Mora","doi":"10.1108/ETPC-06-2023-199","DOIUrl":"https://doi.org/10.1108/ETPC-06-2023-199","url":null,"abstract":"During the COVID-19 pandemic, educators observed increased student stress and disconnection in formal learning environments, whereas young people turned to playing, gaming and collaborative writing to cultivate connections during this upheaval. Using Thiel's previous theoretical work, Woodard and colleagues explore playful dramatizing, multimodal composing and science learning through one fourth-grade girl's video about food chains. [...]Beauchemin and Qin take up affect as relational and performed forces that emerge from the inbetweenness among people, objects and material and discursive contexts. [...]in \"Press Play,” community leader Karl André St-Victor describes how playful practices at Chalet Kent, a community youth center in Montréal, sustain strong senses of belonging and companionship among youth and center staff.","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125209853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1108/etpc-06-2023-200
Karl-André St-Victor
{"title":"Editorial: Press “play”","authors":"Karl-André St-Victor","doi":"10.1108/etpc-06-2023-200","DOIUrl":"https://doi.org/10.1108/etpc-06-2023-200","url":null,"abstract":"","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116345100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1108/etpc-08-2022-0113
Faythe P Beauchemin, Kongji Qin
Purpose Affect is central to the process of teaching and learning. The recent affective turn in literacy education has further underscored its critical potential as an act of resistance against dehumanizing forces that impact students’ schooling and life experiences (Dutro, 2019; Leander and Ehret, 2019). This article, taking up the notion of affect as relational and performed forces that emerge from the in-betweenness among people, objects and material and discursive contexts, examines how two US Latinx teachers and their young bilingual students co-constructed affect and play in translanguaging read-alouds with a bilingual text that centered their culturally rooted ways of knowing and being. Design/methodology/approach Drawing on data from a larger practitioner research study that aimed at developing teacher candidates’ culturally and linguistically sustaining literacy instruction, the authors took a discourse analytic approach to examine how the two teachers created curricular opportunities for affect and play in designing the translanguaging read-alouds and how bilingual children and their teachers playfully engaged with the bilingual text during the read-alouds. Findings The analysis indicated that the teachers’ intentional selection of the Spanish–English bilingual picturebook Niño Wrestles the World created opportunities for the children to leverage their full linguistic repertoire and funds of knowledge to engage with the text. During the read-alouds, the children and the teachers co-constructed affect and playfulness through embodied performance and translanguaging. Originality/value This study contributes to the research and practice of literacy instruction of bilingual children by illustrating how affect figures into the process of literacy instruction and how translanguaging read-alouds can afford bilingual children opportunities to playfully engage with the text that centers their cultural epistemologies.
目的:情感是教与学过程的核心。最近扫盲教育的情感转变进一步强调了它作为一种抵抗影响学生学业和生活经历的非人性化力量的行为的关键潜力(Dutro, 2019;Leander and Ehret, 2019)。本文将情感作为人、物、物质和话语语境之间的关系和表现力量的概念，考察了两位美国拉丁裔教师和他们的年轻双语学生如何在以他们的文化根源的认识和存在方式为中心的双语文本中共同构建跨语言朗读中的情感和游戏。设计/方法/方法根据一项旨在培养教师候选人在文化和语言上维持识字教学的大型实践者研究的数据，作者采用话语分析方法来研究两位教师如何在设计跨语言朗读时为情感和游戏创造课程机会，以及双语儿童和他们的教师如何在朗读过程中与双语文本进行有趣的互动。分析表明，教师有意选择的西班牙语-英语双语绘本Niño摔跤世界为孩子们创造了充分利用他们的语言技能和知识储备的机会。在朗读过程中，幼儿和教师通过具身表演和翻译语言共同构建情感和游戏性。原创性/价值本研究通过说明影响人物如何进入识字教学过程，以及译语朗读如何为双语儿童提供与以其文化认识论为中心的文本玩耍的机会，为双语儿童识字教学的研究和实践做出了贡献。
{"title":"Bilingual teachers and young children co-constructing affect and play in translanguaging read-alouds","authors":"Faythe P Beauchemin, Kongji Qin","doi":"10.1108/etpc-08-2022-0113","DOIUrl":"https://doi.org/10.1108/etpc-08-2022-0113","url":null,"abstract":"\u0000Purpose\u0000Affect is central to the process of teaching and learning. The recent affective turn in literacy education has further underscored its critical potential as an act of resistance against dehumanizing forces that impact students’ schooling and life experiences (Dutro, 2019; Leander and Ehret, 2019). This article, taking up the notion of affect as relational and performed forces that emerge from the in-betweenness among people, objects and material and discursive contexts, examines how two US Latinx teachers and their young bilingual students co-constructed affect and play in translanguaging read-alouds with a bilingual text that centered their culturally rooted ways of knowing and being.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on data from a larger practitioner research study that aimed at developing teacher candidates’ culturally and linguistically sustaining literacy instruction, the authors took a discourse analytic approach to examine how the two teachers created curricular opportunities for affect and play in designing the translanguaging read-alouds and how bilingual children and their teachers playfully engaged with the bilingual text during the read-alouds.\u0000\u0000\u0000Findings\u0000The analysis indicated that the teachers’ intentional selection of the Spanish–English bilingual picturebook Niño Wrestles the World created opportunities for the children to leverage their full linguistic repertoire and funds of knowledge to engage with the text. During the read-alouds, the children and the teachers co-constructed affect and playfulness through embodied performance and translanguaging.\u0000\u0000\u0000Originality/value\u0000This study contributes to the research and practice of literacy instruction of bilingual children by illustrating how affect figures into the process of literacy instruction and how translanguaging read-alouds can afford bilingual children opportunities to playfully engage with the text that centers their cultural epistemologies.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121705929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.1108/etpc-08-2022-0114
Cherise McBride, Anna Smith, Jeremiah H. Kalir
Purpose The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be “playful” in teaching and teacher education? Design/methodology/approach To examine how teacher educators may design for teachers’ critical playful literacies, the authors offer three “worked examples” (Gee, 2009) of preservice teachers’ playful practices in an English literacies teacher education course. Findings The authors highlight instructional design elements pertinent to co-designing for teachers’ play and playful literacies in teacher education: generative constraints to practice everyday ingenuity, figuring it out to foster teacher agency and debriefs to interrupt the teaching’s perpetual performance. Originality/value The term “playful,” as a descriptor of practice and qualifier of activity appears frequently in educational literature across domains. The relationship of play to critical literacies – and, more specifically, educators’ literacies and learning – is less frequently explored.
{"title":"Tinkering toward teacher learning: a case for critical playful literacies in teacher education","authors":"Cherise McBride, Anna Smith, Jeremiah H. Kalir","doi":"10.1108/etpc-08-2022-0114","DOIUrl":"https://doi.org/10.1108/etpc-08-2022-0114","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be “playful” in teaching and teacher education?\u0000\u0000\u0000Design/methodology/approach\u0000To examine how teacher educators may design for teachers’ critical playful literacies, the authors offer three “worked examples” (Gee, 2009) of preservice teachers’ playful practices in an English literacies teacher education course.\u0000\u0000\u0000Findings\u0000The authors highlight instructional design elements pertinent to co-designing for teachers’ play and playful literacies in teacher education: generative constraints to practice everyday ingenuity, figuring it out to foster teacher agency and debriefs to interrupt the teaching’s perpetual performance.\u0000\u0000\u0000Originality/value\u0000The term “playful,” as a descriptor of practice and qualifier of activity appears frequently in educational literature across domains. The relationship of play to critical literacies – and, more specifically, educators’ literacies and learning – is less frequently explored.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121162791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1108/etpc-08-2022-0101
Rebecca Woodard, Amanda R. Diaz, N. Phillips, M. Varelas, Rebecca T. Kotler, Rachelle Tsachor, Ronan Rock, Miguel A. Melchor
Purpose The purpose of this study is to examine playful practices in the science video composition of a fourth-grader. Design/methodology/approach With an analytic interest in “chasing the theory of muchness” (Thiel, 2015a) that describes distinctive moments of affective energies in playful learning, the authors explored a child’s video in which a food chain is dramatized. Findings The authors identified how muchness manifested in/through her compositional play. Originality/value The potential of playful composing and dramatizing to support meaning-making across contexts and disciplines is discussed.
{"title":"“I. Am. a. Star.”: exploring moments of muchness in children’s digital compositional play and embodied science learning","authors":"Rebecca Woodard, Amanda R. Diaz, N. Phillips, M. Varelas, Rebecca T. Kotler, Rachelle Tsachor, Ronan Rock, Miguel A. Melchor","doi":"10.1108/etpc-08-2022-0101","DOIUrl":"https://doi.org/10.1108/etpc-08-2022-0101","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to examine playful practices in the science video composition of a fourth-grader.\u0000\u0000\u0000Design/methodology/approach\u0000With an analytic interest in “chasing the theory of muchness” (Thiel, 2015a) that describes distinctive moments of affective energies in playful learning, the authors explored a child’s video in which a food chain is dramatized.\u0000\u0000\u0000Findings\u0000The authors identified how muchness manifested in/through her compositional play.\u0000\u0000\u0000Originality/value\u0000The potential of playful composing and dramatizing to support meaning-making across contexts and disciplines is discussed.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"250 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132602850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1108/etpc-09-2022-0126
Emily Mannard
Purpose Play and playful literacies shape essential spaces for belonging, connection, transformation and joy: from embodied immersions into fantasy worlds, to the creation of interest-led groups overflowing with varied knowledges and identities, and the disruption of societal hierarchies through roleplayed restorying. Yet, theorizations delineating playful possibilities – while plentiful and varied – are often rigidly constructed in relation to neoliberally/biopolitically motivated notions of value, use and productivity. Imbued with forms of modern power, play’s full flourishing has been regulated and quelled, particularly within the realm of education. This study, a literature review, seeks to defy this fatuous notion of a frivolous play. Design/methodology/approach Drawing from research within the fields of literacy and educational studies, the author centers playful methods commonly trivialized in contemporary discourse, including in global out-of-school spaces (e.g. gaming clubs, improvisational theater groups), with popular culture texts (e.g. picture books, digital fanfiction) and for older youth and adults. Findings This exploration of play’s potential across lifespans, formal/informal learning ecologies and worldwide contexts foregrounds its intrinsic nature and essential entwining with socio-culturally/materially mediated forms of knowledge and communication. Originality/value With a unique focus on the playful literacies emerging across ages, spaces and places, this review advocates a turn toward the imaginative, messy, uncontrollable worlds of play in future research and practice.
{"title":"Playful pluralities: exploring play and playful literacies across ages, spaces and places","authors":"Emily Mannard","doi":"10.1108/etpc-09-2022-0126","DOIUrl":"https://doi.org/10.1108/etpc-09-2022-0126","url":null,"abstract":"\u0000Purpose\u0000Play and playful literacies shape essential spaces for belonging, connection, transformation and joy: from embodied immersions into fantasy worlds, to the creation of interest-led groups overflowing with varied knowledges and identities, and the disruption of societal hierarchies through roleplayed restorying. Yet, theorizations delineating playful possibilities – while plentiful and varied – are often rigidly constructed in relation to neoliberally/biopolitically motivated notions of value, use and productivity. Imbued with forms of modern power, play’s full flourishing has been regulated and quelled, particularly within the realm of education. This study, a literature review, seeks to defy this fatuous notion of a frivolous play.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing from research within the fields of literacy and educational studies, the author centers playful methods commonly trivialized in contemporary discourse, including in global out-of-school spaces (e.g. gaming clubs, improvisational theater groups), with popular culture texts (e.g. picture books, digital fanfiction) and for older youth and adults.\u0000\u0000\u0000Findings\u0000This exploration of play’s potential across lifespans, formal/informal learning ecologies and worldwide contexts foregrounds its intrinsic nature and essential entwining with socio-culturally/materially mediated forms of knowledge and communication.\u0000\u0000\u0000Originality/value\u0000With a unique focus on the playful literacies emerging across ages, spaces and places, this review advocates a turn toward the imaginative, messy, uncontrollable worlds of play in future research and practice.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132718994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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