دورية أكاديمية
'WE LOST The PLADO': Tracing Privileged School Literacies in One Kindergarten Classroom
| العنوان: | 'WE LOST The PLADO': Tracing Privileged School Literacies in One Kindergarten Classroom |
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| اللغة: | English |
| المؤلفون: | Daniel E Ferguson (ORCID |
| المصدر: | Journal of Early Childhood Literacy. 2024 24(1):44-68. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Evaluative |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Kindergarten, Public Schools, Socioeconomic Influences, Equal Education, Literacy Education, Problem Solving, Food, Letters (Correspondence), Interdisciplinary Approach, Social Bias, Minority Group Students, Urban Schools, Recycling, Conservation (Environment) |
| مصطلحات جغرافية: | New York (New York) |
| DOI: | 10.1177/14687984211042055 |
| تدمد: | 1468-7984 1741-2919 |
| مستخلص: | Drawing from a network case study, this article traces enactments of a letter writing enquiry in one Kindergarten public school classroom in New York City, and in doing so, explores both the affordances and limitations of sociomaterial approaches employed by the researcher towards school literacies. Looking down at one morning meeting revealed rotting pumpkins, playdough, pocket charts and cheese sandwiches, doing the work of environmental nonprofits, DOE officials, and cafeteria staff, all becoming entangled with the teacher and students in solving the problem of food waste at lunch, and ultimately to students writing letters to their school administrators. Yet, in looking out from this same data, I reconsider how the curriculum was not only constituted by networks of circulating materials, but also by networks circulating students' bodies into unequal school spaces, fuelling changes in the school's enrolment and funding through neighbourhood gentrification. I propose ways in which sociomaterial accounts of literacy curriculums may contribute bridgework along with accounting for structural inequalities mobilized in and through schools. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1414998 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1468-7984 1741-2919 |
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| DOI: | 10.1177/14687984211042055 |