Gail Boldt
Dados Biográficos
| ID | 3983647 |
|---|---|
| NOME | Gail Boldt |
| PRENOMES | Gail |
| SOBRENOME | Boldt |
| ASSINATURA | BOLDT G |
| AFILIAÇÕES | Pennsylvania State University |
| ORCID | 0000-0002-4232-8966 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 48 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1996 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
What No Research Means
This article examines what becomes possible for interpretive literacy research when time is treated not as a neutral backdrop but as a central problematic. We argue that research does not merely trace temporal sequences; it actively creates temporalities that shape what becomes sensible, thinkable, and sayable within literacy studies. Drawing on Deleuze's distinction between the movement‐image, in which time is represented as linear, progressive,…
A-signifying semiotics and deaf/nondeaf becomings
We have written this article as performative co-autoethnography in which we focus on a crisis of communication we experienced as deaf/nondeaf collaborators. We bring together Deleuze's concept of ‘becoming-other’ with Guattari's concept of ‘a-signifying semiotics’ to demonstrate how a focus on the affective dynamics of a-signification allows us to attend to the immanent nature of deaf/nondeaf communication. Situating the highlighted crisis within…
Theorizing Vitality in the Literacy Classroom
The author introduces the concept of vitality and its relation to affect. Stern defined vitality as the feeling of flow and aliveness. The author drew on research from literacy, curriculum theory, and the work of Stern to argue for the value of the concept of vitality for thinking about how literacy comes to feel vital. The author argues that researchers and teachers need to attend to students’ embodied expressions of vitality. These forms of vit…
Infantmethodologies
Infantmethodologies is a concept that was playfully invented to gauge philosophical interestin the intersection between infants (or a chid; or infancy; or childhood) and methodologies(and philosophies, theories and concepts). This provocation aims to debate this intersection andweaves thinkers from around the world in order to generate discussion on the question, ‘Howdo we study a child’? Asking this question generates further questions: What pro…
In the Floyd Archives
Design, Desire, and Dif ference
In response to the rise in popularity of concepts of "design" in education research, pedagogy, and curriculum design, in this article we consider how the New London Group conceived of the role of student design practices as an outcome of pedagogy, as well as the parallel role of design in teaching practices. In this descriptive analysis, we foreground the function and presence of meta-language for the practices of students and teachers. We follow…
Becoming through ‘the break
In this article, we think through six-year-old Mike’s play with Lego and with his father, using Deleuze and Guattari’s concept of the break. For Deleuze and Guattari, the break is thought about in relation to impersonal flows of desire that are always everywhere at work and to the refrain, which we describe as materials and energies organized into repeating patterns. The movement of desiring flows in relation to refrains inevitably produces diffe…
L’école Gulliver and La Borde
This article draws on ethnographic research at L’école Gulliver, a preschool in Paris that integrates children with disabilities in mainstream classrooms with non-disabled peers. The preschool provides a case example of a collectivist integration approach to constructing shared institutional life, which is conceptualized in part through their connection to the work of Felix Guattari with psychiatric patients at a French in-patient clinic, La Bord…
Forum
In this set of essays, the authors argue for the importance of affect and emotion in literacy education, teacher education, and classroom life. In the introduction, Boldt describes the authors’ shared belief in learning as happening within a landscape of relationships and emergent life in classrooms and beyond. The introduction makes clear that while the authors are writing from different intellectual traditions, they share a sense of anger about…
The Rhizome of the Deaf Child
This article provides an analysis of the binary construction of human communication as it is represented in the debates about pediatric cochlear implantation. While the authors express their concern about interests that promote pathologizing assumptions about deafness and downplay the known challenges and limitations of cochlear implants, their goal in this article is to call attention to the complex and diverse ways deaf children and adults expe…
Rereading “A Pedagogy of Multiliteracies”
In this article, we explore our concern with the way youth identities and literacy research and practices are framed through a dominant conceptual paradigm in new literacy studies, namely, as articulated in the 1996 New London Group’s “A Pedagogy of Multiliteracies: Designing Social Futures.” More than any other text, “A Pedagogy of Multiliteracies” streams powerfully through doctoral programs, edited volumes, books, journal reviews, and calls fo…
Japanese Manga in Translation and American Graphic Novels
Resistance, Loss, and Love in Learning to Read
This conceptual essay employs psychoanalytic theory in exploring the difficulties the author’s son experienced in learning to read. Emphasizing the profoundly affective and subjective dimensions of one child’s movement toward and against literacy, the author considers the potential of psychoanalytic perspectives in helping teachers and researchers better understand and respond to children’s resistance to reading
Learning (about Learning) from Four Teachers
Investigates elementary school teachers' beliefs and classroom practices about reading. Describes how three of the teachers experimented with new language, beliefs, and/or practices, juxtaposing them with current beliefs and practices. Considers how, at the end of two years, two teachers had altered their beliefs and transformed their practices, primarily because of their inquiry approach
Sexist and Heterosexist Responses to Gender Bending in an Elementary Classroom
In this article, the work of Judith Butler and Eve Sedgwick is used to analyze responses to gender performances in the author's elementary classroom. Beginning with the story of one “gender-bending” boy, Butler's theories are used to understand how incidents in the daily life of the classroom point to the phallologocentrism and heterosexism that, when articulated and strengthened through a shared logic of “normalcy,” lend intelligible identities …
Forum
In this set of essays, the authors argue for the importance of affect and emotion in literacy education, teacher education, and classroom life. In the introduction, Boldt describes the authors’ shared belief in learning as happening within a landscape of relationships and emergent life in classrooms and beyond. The introduction makes clear that while the authors are writing from different intellectual traditions, they share a sense of anger about…
Infantmethodologies
Infantmethodologies is a concept that was playfully invented to gauge philosophical interestin the intersection between infants (or a chid; or infancy; or childhood) and methodologies(and philosophies, theories and concepts). This provocation aims to debate this intersection andweaves thinkers from around the world in order to generate discussion on the question, ‘Howdo we study a child’? Asking this question generates further questions: What pro…
Sexist and Heterosexist Responses to Gender Bending in an Elementary Classroom
In this article, the work of Judith Butler and Eve Sedgwick is used to analyze responses to gender performances in the author's elementary classroom. Beginning with the story of one “gender-bending” boy, Butler's theories are used to understand how incidents in the daily life of the classroom point to the phallologocentrism and heterosexism that, when articulated and strengthened through a shared logic of “normalcy,” lend intelligible identities …
L’école Gulliver and La Borde
This article draws on ethnographic research at L’école Gulliver, a preschool in Paris that integrates children with disabilities in mainstream classrooms with non-disabled peers. The preschool provides a case example of a collectivist integration approach to constructing shared institutional life, which is conceptualized in part through their connection to the work of Felix Guattari with psychiatric patients at a French in-patient clinic, La Bord…
Theorizing Vitality in the Literacy Classroom
The author introduces the concept of vitality and its relation to affect. Stern defined vitality as the feeling of flow and aliveness. The author drew on research from literacy, curriculum theory, and the work of Stern to argue for the value of the concept of vitality for thinking about how literacy comes to feel vital. The author argues that researchers and teachers need to attend to students’ embodied expressions of vitality. These forms of vit…
Design, Desire, and Dif ference
In response to the rise in popularity of concepts of "design" in education research, pedagogy, and curriculum design, in this article we consider how the New London Group conceived of the role of student design practices as an outcome of pedagogy, as well as the parallel role of design in teaching practices. In this descriptive analysis, we foreground the function and presence of meta-language for the practices of students and teachers. We follow…
Becoming through ‘the break
In this article, we think through six-year-old Mike’s play with Lego and with his father, using Deleuze and Guattari’s concept of the break. For Deleuze and Guattari, the break is thought about in relation to impersonal flows of desire that are always everywhere at work and to the refrain, which we describe as materials and energies organized into repeating patterns. The movement of desiring flows in relation to refrains inevitably produces diffe…
The Rhizome of the Deaf Child
This article provides an analysis of the binary construction of human communication as it is represented in the debates about pediatric cochlear implantation. While the authors express their concern about interests that promote pathologizing assumptions about deafness and downplay the known challenges and limitations of cochlear implants, their goal in this article is to call attention to the complex and diverse ways deaf children and adults expe…
A-signifying semiotics and deaf/nondeaf becomings
We have written this article as performative co-autoethnography in which we focus on a crisis of communication we experienced as deaf/nondeaf collaborators. We bring together Deleuze's concept of ‘becoming-other’ with Guattari's concept of ‘a-signifying semiotics’ to demonstrate how a focus on the affective dynamics of a-signification allows us to attend to the immanent nature of deaf/nondeaf communication. Situating the highlighted crisis within…
Sexist and Heterosexist Responses to Gender Bending in an Elementary Classroom
In this article, the work of Judith Butler and Eve Sedgwick is used to analyze responses to gender performances in the author's elementary classroom. Beginning with the story of one “gender-bending” boy, Butler's theories are used to understand how incidents in the daily life of the classroom point to the phallologocentrism and heterosexism that, when articulated and strengthened through a shared logic of “normalcy,” lend intelligible identities …
Learning (about Learning) from Four Teachers
Investigates elementary school teachers' beliefs and classroom practices about reading. Describes how three of the teachers experimented with new language, beliefs, and/or practices, juxtaposing them with current beliefs and practices. Considers how, at the end of two years, two teachers had altered their beliefs and transformed their practices, primarily because of their inquiry approach
Resistance, Loss, and Love in Learning to Read
This conceptual essay employs psychoanalytic theory in exploring the difficulties the author’s son experienced in learning to read. Emphasizing the profoundly affective and subjective dimensions of one child’s movement toward and against literacy, the author considers the potential of psychoanalytic perspectives in helping teachers and researchers better understand and respond to children’s resistance to reading
Japanese Manga in Translation and American Graphic Novels
Rereading “A Pedagogy of Multiliteracies”
In this article, we explore our concern with the way youth identities and literacy research and practices are framed through a dominant conceptual paradigm in new literacy studies, namely, as articulated in the 1996 New London Group’s “A Pedagogy of Multiliteracies: Designing Social Futures.” More than any other text, “A Pedagogy of Multiliteracies” streams powerfully through doctoral programs, edited volumes, books, journal reviews, and calls fo…
Forum
In this set of essays, the authors argue for the importance of affect and emotion in literacy education, teacher education, and classroom life. In the introduction, Boldt describes the authors’ shared belief in learning as happening within a landscape of relationships and emergent life in classrooms and beyond. The introduction makes clear that while the authors are writing from different intellectual traditions, they share a sense of anger about…
The Rhizome of the Deaf Child
This article provides an analysis of the binary construction of human communication as it is represented in the debates about pediatric cochlear implantation. While the authors express their concern about interests that promote pathologizing assumptions about deafness and downplay the known challenges and limitations of cochlear implants, their goal in this article is to call attention to the complex and diverse ways deaf children and adults expe…
L’école Gulliver and La Borde
This article draws on ethnographic research at L’école Gulliver, a preschool in Paris that integrates children with disabilities in mainstream classrooms with non-disabled peers. The preschool provides a case example of a collectivist integration approach to constructing shared institutional life, which is conceptualized in part through their connection to the work of Felix Guattari with psychiatric patients at a French in-patient clinic, La Bord…
Becoming through ‘the break
In this article, we think through six-year-old Mike’s play with Lego and with his father, using Deleuze and Guattari’s concept of the break. For Deleuze and Guattari, the break is thought about in relation to impersonal flows of desire that are always everywhere at work and to the refrain, which we describe as materials and energies organized into repeating patterns. The movement of desiring flows in relation to refrains inevitably produces diffe…
Design, Desire, and Dif ference
In response to the rise in popularity of concepts of "design" in education research, pedagogy, and curriculum design, in this article we consider how the New London Group conceived of the role of student design practices as an outcome of pedagogy, as well as the parallel role of design in teaching practices. In this descriptive analysis, we foreground the function and presence of meta-language for the practices of students and teachers. We follow…
In the Floyd Archives
A-signifying semiotics and deaf/nondeaf becomings
We have written this article as performative co-autoethnography in which we focus on a crisis of communication we experienced as deaf/nondeaf collaborators. We bring together Deleuze's concept of ‘becoming-other’ with Guattari's concept of ‘a-signifying semiotics’ to demonstrate how a focus on the affective dynamics of a-signification allows us to attend to the immanent nature of deaf/nondeaf communication. Situating the highlighted crisis within…
Theorizing Vitality in the Literacy Classroom
The author introduces the concept of vitality and its relation to affect. Stern defined vitality as the feeling of flow and aliveness. The author drew on research from literacy, curriculum theory, and the work of Stern to argue for the value of the concept of vitality for thinking about how literacy comes to feel vital. The author argues that researchers and teachers need to attend to students’ embodied expressions of vitality. These forms of vit…
Infantmethodologies
Infantmethodologies is a concept that was playfully invented to gauge philosophical interestin the intersection between infants (or a chid; or infancy; or childhood) and methodologies(and philosophies, theories and concepts). This provocation aims to debate this intersection andweaves thinkers from around the world in order to generate discussion on the question, ‘Howdo we study a child’? Asking this question generates further questions: What pro…
What No Research Means
This article examines what becomes possible for interpretive literacy research when time is treated not as a neutral backdrop but as a central problematic. We argue that research does not merely trace temporal sequences; it actively creates temporalities that shape what becomes sensible, thinkable, and sayable within literacy studies. Drawing on Deleuze's distinction between the movement‐image, in which time is represented as linear, progressive,…
Sociology (11 obras) · Pedagogy (10 obras) · Psychology (10 obras) · Linguistics (6 obras) · Literacy, Media, and Education (6 obras) · Epistemology (5 obras) · Posthumanist Ethics and Activism (5 obras) · Aesthetics (4 obras) · Mathematics education (4 obras) · Philosophy (4 obras)