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Mapping Multiple Literacies

Mapping Multiple Literacies Author Diana Masny
ISBN-10 9781441186959
Release 2012-06-14
Pages 208
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Mapping Multiple Literacies brings together the latest theory and research in the fields of literacy study and European philosophy, Multiple Literacies Theory (MLT) and the philosophical work of Gilles Deleuze. It frames the process of becoming literate as a fluid process involving multiple modes of presentation, and explains these processes in terms of making maps of our social lives and ways of doing things together. For Deleuze, language acquisition is a social activityof which we are a part, but only one part amongst many others.. Masny and Cole draw on Deleuze's thinking to expand the repertoires of literacy research and understanding. They outline how we can understand literacy as a social activity and map the ways in which becoming literate may take hold and transform communities. The chapters in this book weave together theory, data and practice to open up a creative new area of literacy studies and to provoke vigorous debate about the sociology of literacy.



Multiple Literacies Theory

Multiple Literacies Theory Author Diana Masny
ISBN-10 9087909101
Release 2009
Pages 199
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The essays in this book think through and with Deleuzian concepts in the educational field. The resultant encounters between concepts such as multiplicity, becoming, habit and affect and Multiple Literacies Theory exemplify philosophically inspired and productive thinking. Paul Patton, Professor of Philosophy, University of New South Wales Taking one of the most exciting voices of the twentieth century beyond the range of philosophy and theory this edited volume provides a timely intervention into the problem of literacy. More than the simple application of Deleuze to the question of reading this stunningly bold and incisive collection of essays will make all of us think again about what it is to read and think. Masny and Cole have assembled an impressive range of contributions that will open up new avenues for research and thinking for years to come. Claire Colebrook, Department of English Literature University of Edinburgh Education is now so littered with 'literacies' that the term seems almost disposable - an empty signifier - but at the same time obsessions with literacy testing have reduced much literacies research to tiresome debates about the pros and cons of this or that approach to reading instruction. Exploring more fertile territories, Multiple Literacies Theory stages a dozen exhilarating encounters between Gilles Deleuze's philosophical concepts and each contributing author's approach to representing and performing multiplicity in literacies research. Although I usually avoid metaphors that insinuate violence, I see Multiple Literacies Theory as an example of what the late Timothy Leary called a 'transitional meaning-grenade thrown over the language barricades' - a weapon of non-destruction that produces an explosion of possibilities for destabilising conventional wisdoms (including fashionable contemporary positions coded by terms such as 'multiliteracies' and 'multimodal literacies'), and clearing the ground for new materialisations of 'becoming literate' in conditions of complexity, multiplicity and uncertainty. Noel Gough, Foundation Professor of Outdoor and Environmental Education, Director (Learning, Teaching & International), Faculty of Education, La Trobe University, Australia.



Education and the Politics of Becoming

Education and the Politics of Becoming Author Diana Masny
ISBN-10 041574119X
Release 2014
Pages 165
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This collection examines education in the light of a politics of becoming. It takes a non-hierarchical transdisciplinary approach, challenging the macropolitics of pre-established governmental and economic agendas for education. Drawing on the philosophy of Gilles Deleuze and Felix Guattari, the contributors consider questions such as how education might engage a politics of becoming, and how education and becoming function in a society of control. Since Deleuze and Guattari contend that a society is defined by its becomings, its transformations, this collection asks how education, itself a process in becoming, may contribute "collective creations" to a society in continual flux. The chapters bring theory and praxis together, deploying power, affect, cartography, space, relationality, assemblage and multiple literacies in order to experiment with music, art, language, teacher education, curriculum and policy studies. This collection is an innovative resource, creating an encounter with the macropolitics of education, and altering teaching, learning, evaluation and curriculum. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.



Deleuze and Education

Deleuze and Education Author Inna Semetsky
ISBN-10 9780748669455
Release 2013-04-30
Pages 288
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These 13 essays address the broad territory of educational theory and philosophy of education. Moving from the formal to post-formal mode of education, the contributors explore education as an experimental and experiential process of becoming grounded in life that represents the becoming-Other of Deleuze's thought.



The Routledge Handbook of Literacy Studies

The Routledge Handbook of Literacy Studies Author Jennifer Rowsell
ISBN-10 9781317510611
Release 2015-05-15
Pages 680
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The Routledge Handbook of Literacy Studies offers a comprehensive view of the field of language and literacy studies. With forty-three chapters reflecting new research from leading scholars in the field, the handbook pushes at the boundaries of existing fields and combines with related fields and disciplines to develop a lens on contemporary scholarship and emergent fields of inquiry. The Handbook is divided into eight sections: The foundations of literacy studies Space-focused approaches Time-focused approaches Multimodal approaches Digital approaches Hermeneutic approaches Making meaning from the everyday Co-constructing literacies with communities This is the first handbook of literacy studies to recognise new trends and evolving trajectories together with a focus on radical epistemologies of literacy. The Routledge Handbook of Literacy Studies is an essential reference for undergraduate and postgraduate students and those researching and working in the areas of applied linguistics and language and literacy.



Cartographies of Becoming in Education

Cartographies of Becoming in Education Author Diana Masny
ISBN-10 9789462091702
Release 2013-04-20
Pages 244
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Cartographies of becoming in education: A Deleuze-Guattari Perspective proposes a non-hierarchical approach that maps teaching and learning with the power of affect and what a body can do/become in different educational contexts. Teaching and learning is an encounter with the unknown and happen as specific responses to particular problems encountered with/in life. In this edited volume, international scholars map out potential ruptures in teaching and learning in order to conceptualize education differently. One way is through the multidisciplinary lens of MLT (Multiple Literacies Theory) in which reading is intensive and immanent. The authors deploy different aspects of MLT while creating and experimenting with ethology, teaching, learning, curriculum, teacher education and technology in relation to visual arts, music, mathematics, theatre, workplace literacy, second language education, and architecture. With the forces of globalization, digital media and economic re-structuring reconfiguring the social, political and economic landscape, societies require innovative ways of thinking about education. Cartographies of becoming in education: A Deleuze-Guattari Perspective is a response to problems posed by such forces. The problematic surrounding Deleuze-Guattari and education continues to grow. Diana Masny’s scholarship in this area is well known and appreciated through her many essays and books that develop MLT (Multiple Literacies Theory). Cartographies of Becoming in Education: A Deleuze-Guattari Perspective continues her effort to broaden the notion of education and show its intersections with MLT. The series of essays do this by forming a number of ‘entries,’ five to be precise: politicizing education, affect and education, literacies and becoming, teacher-becomings, and deterritorializing boundaries. Each ‘entry’ explores the way an MLT inflected orientation enables us to further grasp the creative inventiveness of the Deleuze-Guattarian tool kit that can be applied to areas of music education, ethnography, art, drama, literacy, mathematics, landscape ecology, ethology and teacher education. It is a vivid illustration of the cartography that maps the rhizomatic movements that are taking place by international scholars who are deterritorializing education as a discipline of modernity. I highly recommend this collection of essays to those of us who are continually asking how might education be rethought through the unthought. It opens up new territories. – Jan Jagodzinski, University of Alberta, Author of Psychoanalyzing Cinema.



Popular Culture in the Classroom

Popular Culture in the Classroom Author Donna E. Alvermann
ISBN-10 9781135853099
Release 2018-02-06
Pages 168
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This book is written for teachers, researchers, and theorists who have grown up in a world radically different from that of the students they teach and study. It considers the possibilities involved in teaching critical media literacy using popular culture, and explore what such teaching might look like in your classroom. Published by International Reading Association



A Pedagogy of Cinema

A Pedagogy of Cinema Author David R. Cole
ISBN-10 9789463005555
Release 2016-07-23
Pages 162
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A Pedagogy of Cinema is the first book to apply Deleuze’s concept of cinema to the pedagogic context. Cinema is opened up by this action from the straightforward educative analysis of film, to the systematic unfolding of image. A Pedagogy of Cinema explores what it means to engender cinema-thinking from image. This book does not overlay images from films with an educational approach to them, but looks to the images themselves to produce philosophy. This approach to utilising image in education is wholly new, and has the potential to transform classroom practice with respect to teaching and learning about cinema. The authors have carefully chosen specific examples of images to illustrate such transformational processes, and have fitted them into in depth analysis that is derived from the images. The result is a combination of image and text that advances the field of cinema study for and in education with a philosophical intent. “This outstanding new book asks a vital question for our time. How can we educate effectively in a digitalized, corporatized, Orwellian-surveillance-controlled, globalized world This question is equally a challenge asked of our ability to think outside of the limiting parameters of the control society, and the forces which daily propel us ever-quicker towards worldwide homogenization. With great lucidity, Cole and Bradley offer us profound hope in Gilles Deleuze’s increasingly popular notion of ‘cine-thinking’. They explore and explain the potential that this sophisticated idea holds for learning, in an easy going and accessible way, and with a range of fantastic films: from ‘Suspiria’ and ‘Performance’ through to ‘Under the Skin’ and ‘Snowpiercer’. This extremely engaging and compelling text is likely to enliven scholars and students everywhere.” – David Martin-Jones, Film and Television Studies, University of Glasgow, UK



Rural Literacies

Rural Literacies Author Kim Donehower
ISBN-10 9780809327492
Release 2007
Pages 233
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Rural Literacies identifies the problems inherent in trying to understand rural literacy, addresses the lack of substantive research on literacy in rural areas, and reviews traditional misrepresentations of rural literacy. This innovative volume frames debates over literacy in relation to larger social, political, and economic forces, such as the impact of the No Child Left Behind Act on rural schools and the effects of out-migration, globalization, and the loss of small family farms on rural communities. Drawing upon traditional literacy and composition research and employing theory from education and sociology, the text engages compositionists in broader conversations regarding rural literacies. The authors share strategies that will help compositionists participate in pedagogies that are rooted in a richer understanding of rural literacies and work toward sustainability for all communities in a globalized age.



Multiliteracies in Motion

Multiliteracies in Motion Author David R. Cole
ISBN-10 9781135184322
Release 2009-12-04
Pages 288
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The realities of new technological and social conditions since the 1990s demand a new approach to literacy teaching. Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy. Drawing on large research projects and empirical evidence, the authors explore practical and educational issues that relate to multiliteracies, such as assessment, pedagogy and curriculum. The viewpoint taken is that multiliteracies is a complementary socio-cultural approach to the new literacies that includes pedagogy and learning. The differences are addressed from a multiliteracies perspective – one that does not discount or undermine the new literacies, but shows new ways in which they are complementary. Computers and the internet are transforming the way we work and communicate and the very notion of literacy itself. This volume offers frontline information and a vital update for those wishing to understand the evolution of multiliteracies and the current state of literacy theory in relation to it.



Landscapes of Specific Literacies in Contemporary Society

Landscapes of Specific Literacies in Contemporary Society Author Vicky Duckworth
ISBN-10 9781317807414
Release 2014-11-27
Pages 126
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This volume makes a timely contribution to our understanding of literacy as a multi-faceted, complexly situated activity. Each chapter provides the reader with a fresh perspective into a different site for literate behaviour, approaches, design and relationships, and offers an exploration into the use of literacy theories to inform policy and practice, particularly in regard to curriculum. Bringing together international experts in the field, the contributing authors represent a wide variety of theoretical and research perspectives which cover literacy in various forms, including: • transformative literacy • survey literacy • academic literacies • information literacy in the workplace • digital literacy. Landscapes of Specific Literacies in Contemporary Society suggests that literacy curriculum needs to evolve from its current perspective if it is to cater for the demands of the 21st century contemporary globalised society. The book will be of key interest to researchers and academics in the fields of education, curriculum studies and the sociology of education, as well as to policy makers and literacy specialists.



At the Intersection of Selves and Subject

At the Intersection of Selves and Subject Author Ellyn Lyle
ISBN-10 9789463511131
Release 2017
Pages 14
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At the Intersection of Selves and Subject: Exploring the Curricular Landscape of Identity aims to raise awareness of the inextricability of our teaching and learning selves and the subjects with whom and which we engage. By exploring identity at this intersection, we invite scholars and practitioners to reconceptualize relationships with students, curriculum, and their varied contexts. Our hope is to encourage authenticity, consciousness, and criticality that will foster more liberating ways of teaching and learning. This collection will be useful for pre- and in-service teachers, teacher educators, and educational researchers. It is a valuable resource for teacher education courses such as Curriculum Studies, Reflexive Practice, Philosophy of Education, Sociology of Education, Teaching Methods, Current Issues in Education, Collaborative Inquiry, and Narrative Inquiry. “At the Intersection of Selves and Subject lays bare the deepest under layers of the teacher self and subject with new energy. The sharing of reflexive inquiries in ethical self-consciousness liberates and unwraps queries into pedagogical practice. This is an important book for all educators, but especially for pre-service teachers as they consider or challenge the donning of teacher identity.” – Pauline Sameshima, Canada Research Chair in Arts Integrated Studies, Lakehead University, and Editor-in-Chief of the Journal of the Canadian Association for Curriculum Studies “A pendant of images and texts, this collection is a dazzling display of Ellyn Lyle’s insight that “understanding self is a way to understand other and society.” That and other affirmations are depicted narratively and theoretically, across and within indigeneities, singular exceptional identities, and paradoxical and (inherently) political identities. This collection invites us to work from within to reconstruct the self professionally. This pulsating portrait of juxtapositions teaches transpositions and extricates intertextualities. Through resolve, we are preserving this fragile someday shared space for being. Open this book as entering one such space; study what this pendant refracts in you.” – William F. Pinar, Canada Research Chair, University of British Columbia, Vancouver



Place Pedagogy Change

Place Pedagogy Change Author Margaret Somerville
ISBN-10 9789460916151
Release 2012-01-01
Pages 172
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Place pedagogy change is a work of creative experimentation in which we explore the ways in which pedagogies of place can enable the relational learning of connections between people, places and communities. In adding the element of place to the dynamic relations between teacher, learner, and knowledge, we articulate a pedagogy of ethical uncertainty. Ethical refers to our mutual responsibilities to others and to the more-than-human world, and uncertainty to the unpredictability inherent in our relationship with this world. In Place pedagogy change, we examine the nature of such innovative pedagogies as they emerged across the curriculum from early childhood to school and community education, and in teacher education. The book will provide a useful text for teachers and teacher eductors wishing to address questions of place and sustainability in educational research and practice.



Educational Life Forms

Educational Life Forms Author David R. Cole
ISBN-10 9789460916120
Release 2012-01-01
Pages 134
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This book takes the philosophy of Gilles Deleuze and applies it to educational practice. To understand how and why to do this, David R Cole puts forward the notion of educational life-forms in this writing, which are moving concepts based on Deleuzian principles. This book turns on and through the construction of the philosophy of life in education. The life-forms that will come about due to the philosophy of life in education rest on epiphanies, the virtual and affect. The author looks to infuse educational practice with the philosophy of life, though not through simple affirmation or a construction of counter metaphysics to representation in education. This book uses Deleuze for practical purposes and sets out to help teachers and students to think otherwise about the current praxis of education. "With this book Educational Life-Forms which is an examination of the significance of the philosophy of Gilles Deleuze for education, David R Cole proves himself to be one of the very small number of philosophers of education who has provided intelligent commentary of Deleuze's difficult corpus. Cole keenly appreciates the conceptual creativity of Deleuze especially in relation to the concepts of 'life forms' and 'body without organs' and effectively demonstrates its practical implications for education." - Michael A. Peters Professor, Educational Policy Studies, University of Illinois at Urbana-Champaign. “David R Cole's, Educational Life-Forms: Deleuzian Teaching and Learning Practice is a profound, speculative work that offers both new ways of thinking about the philosophy of Gilles Deleuze (as a practical thinker with ideas that can be applied at the 'coal face', as it were) and new ways of thinking about teaching and learning. It engages with actual policy debates as they are played out in the complex reality of the classroom situation and brings to them a fresh perspective developed through a close reading of Deleuze. This is an exciting new work which will be rewarding reading for both Deleuzians and non-Deleuzians and is sure to win converts amongst the latter.” - Ian Buchanan, Editor Deleuze Studies Professor of Critical Studies, Dean of research in the Arts and Social Sciences University of Woolongong. In this thoughtful and engaging book, David R Cole has given us an answer to the important question of how Deleuze's philosophy enters into the practice of education. Cole situates this philosophy within existing debates around teaching and learning not only through a very lucid account of Deleuze's work and current theory, but also through highly effective and often moving examples of practice. This book is essential reading for anyone interested in Deleuze and education - James Williams Professor of European Philosophy, University of Dundee.



Understanding Deleuze Understanding Modernism

Understanding Deleuze  Understanding Modernism Author Paul Ardoin
ISBN-10 9781623565305
Release 2014-08-28
Pages 272
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Understanding Deleuze, Understanding Modernism explores the multi-faceted and formative impact of Gilles Deleuze on the development and our understanding of modernist thought in its philosophical, literary, and more broadly cultural manifestations. Gilles Deleuze himself rethought philosophical history with a series of books and essays on individual philosophers such as Kant, Spinoza, Leibniz, Nietzsche, and Bergson and authors such as Proust, Kafka, Beckett and Woolf, on the one hand, and Bacon, Messiaen, and Pollock, among others, in other arts. This volume acknowledges Deleuze's profound impact on a century of art and thought and the origin of that impact in his own understanding of modernism. Understanding Deleuze, Understanding Modernism begins by "conceptualizing" Deleuze by offering close readings of some of his most important works. The contributors offer new readings that illuminate the context of Deleuze's work, either by reading one of Deleuze's texts against or in the context of his entire body of work or by challenging Deleuze's readings of other philosophers. A central section on Deleuze and his aesthetics maps the relationships between Deleuze's thought and modernist literature. The volume's final section features an extended glossary of Deleuze's key terms, with each definition having its own expert contributor.



Assemblages of Health

Assemblages of Health Author Cameron Duff
ISBN-10 9789401788939
Release 2014-05-13
Pages 209
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This book presents a review of Deleuze’s key methods and concepts in the course of exploring how these methods may be applied in contemporary studies of health and illness. Taken from a Deleuzian perspective, health and wellbeing will be characterized as a discontinuous process of affective and relational transitions. The book argues that health, conceived in terms of the quality of life, is advanced or facilitated in the provision of new affective sensitivities and new relational capacities. Following an assessment of Deleuze’s key ideas, the book will offer a series of case studies designed to illustrate how Deleuze’s ideas can be applied to select health problems. This analysis draws out the specific advantages of a Deleuzian approach to public health research, establishing grounds for more widespread engagement with Deleuze’s ideas across the health and social sciences.



Writing on the Move

Writing on the Move Author Rebecca Lorimer Leonard
ISBN-10 9780822983040
Release 2018-02-20
Pages 192
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In this book, Rebecca Lorimer Leonard shows how multilingual migrant women both succeed and struggle in their writing contexts. Based on a qualitative study of everyday multilingual writers in the United States, she shows how migrants’ literacies are revalued because they move with writers among their different languages and around the world. Writing on the Move builds a theory of literate valuation, in which socioeconomic values shape how multilingual migrant writers do or do not move forward in their lives. The book details the complicated reality of multilingual literacy, which is lived at the nexus of prejudice, prestige, and power.