Kevin M Leander
Dados Biográficos
| ID | 658070 |
|---|---|
| NOME | Kevin M Leander |
| PRENOMES | Kevin M |
| SOBRENOME | Leander |
| ASSINATURA | LEANDER K M |
| AFILIAÇÕES | Vanderbilt University |
| ORCID | 0000-0001-9849-0551 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 121 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
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,…
‘I hope this email finds you well’
This study examines how MagicSchool AI (MSAI), an educational technology platform, mediates affective dimensions of teacher-family communications through its Email Family Tool. Drawing on an algorithmic audit informed by politeness theory, the authors analyze how MSAI’s underlying language models structure and standardize emotional expression in teacher-family communications. The authors introduce the concept of synthetic affect to theorize how p…
Critical Posthumanist Literacy
Literacy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when c…
“We got so much better at reading each other’s energy”
Background Long-form dramatic improvisation has been investigated as an accomplishment of emergent creativity among an ensemble of “players,” focusing on how the group achieves “group flow” in performance.Methods This article employs ethnographic methods (focus group, interviews, and video-assisted self-interviews) to investigate the case of a musical theater improv group. The analysis focuses on how the group describes its shared modes of knowin…
Ways With Worlds
The authors investigated improvisational theater and the possibilities that it presents for reconsidering reading pedagogy, with a focus on discussions of reading. The authors conducted empirical, qualitative studies of improvisational practice and instruction and analyzed improv through the construct of worlding. In this article, the authors explore different dimensions of worlding, a concept that generally describes how ensembles make present a…
Critical literacy for a posthuman world
Computational objects (eg, algorithms, bots, surveillance technology and data) have become increasingly present in our daily lives and are consequential for our changing relations to texts, multimodality and identity. Yet, our current theories of literacy, and especially the prevalence of mediational and representational perspectives, are inadequate to account for these changing relations. What are the implications for critical literacy education…
Affect in Literacy Teaching and Learning
"In this cutting-edge volume, scholars from around the world connect affect theory to the field of literacy studies, and unpack the role and influence of this emerging area of scholarship on literacy education. Offering an introduction to affect theory and scholarship as it relates to literacy studies, contributors discuss the role of humanizing and dehumanizing influences on schooling and examine the emotional and affective dimensions at individ…
Affect in Literacy Teaching and Learning
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 embodied rhythms of learning
Networked Identity
In recent years, practices of online social networking and their implications for migrant youth identity development have been heavily debated. The nature of access to resources for identification is changing, and by using a social network perspective, this research conceptualizes identity as a networked phenomenon in which resources are understood as specific kinds of social formations: identity networks. Social network interviews were conducted…
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…
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…
The construction of ethnic boundaries in classroom interaction through social space
This article adds a social-spatial dimension to ethnicity construction while acknowledging the production of ethnicity as constructed through a relation of the ‘‘here and now’’ and an imagined (common) past. Empirically, social-spatial analysis is elaborated by looking at how social difference is produced in multi-ethnic schools through classroom interaction both in the USA and in the Netherlands. In our analysis, we are concerned with how ‘‘scho…
The Changing Social Spaces of Learning
Mapping literacy spaces in motion
S In many literacy classrooms, students engage in public performances in which they use various texts, movements of their bodies, and verbal interactions. How do we interpret such events? In this article, we critique a representational mode of interpretation and describe an alternate mode. We argue that literacy performances are often about creating differences, including differences in the moving, shifting relations of semiotic resources and dif…
They Took Out the Wrong Context
Time-space is not merely a backdrop to social interaction; rather, individuals use particular forms of time-space to discursively position themselves and others. This article analyzes how several adolescents interpreted a previous classroom interaction, which was rife with social positioning. Responding to a videotape of this interaction, the adolescents were in general agreement that one of them ("Latayna") acted "ghetto." An analysis of the int…
Ethnographic Studies of Positioning and Subjectivity
Tracing the Everyday 'Sitings' of Adolescents on the Internet
This article argues for the need to move beyond place-based ethnography and develop ethnographic methodologies that follow the moving, traveling practices of adolescents online and offline. In the first part of the article, challenges to traditional ethnographic constructs such as place, identity, and participant obervation, and the ways in which these constructs are further destabilized in research online are reviewed. Secondly, at the center of…
Polycontextual Construction Zones
By analyzing the activity of students building a cabin in a school setting, this article examines how conflicts among schooling and extraschooling activity systems can create an expansive space of identity development and learning. Drawing together activity system theories and theories of social space, the article illustrates how polycontextual conflicts and expansions are spatially contingent and productive of space. Symbolic and material dimens…
Locating Latanya
While social constructivist interpretations have advanced a relational, multiple, and fluid conception of identity, one difficult problem involves understanding how identities are stabilized during the course of interaction. This article argues that interactants define and stabilize identity by producing identity artifacts with multimodal means, by constructing configurations of those artifacts, and by using those artifacts to project social spac…
Silencing in Classroom Interaction
Researchers have studied silencing practices in a number of ways, including focusing on turn taking and temporal dynamics, documenting specific interactional strategies, and analyzing the types of discourses expelled from a given context. The article forwards an alternate approach, arguing that silencing is an interactional achievement that involves producing, dividing, and relating social spaces such that participants are positioned as more or l…
Ethnographic Studies of Positioning and Subjectivity
Mapping literacy spaces in motion
S In many literacy classrooms, students engage in public performances in which they use various texts, movements of their bodies, and verbal interactions. How do we interpret such events? In this article, we critique a representational mode of interpretation and describe an alternate mode. We argue that literacy performances are often about creating differences, including differences in the moving, shifting relations of semiotic resources and dif…
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…
They Took Out the Wrong Context
Time-space is not merely a backdrop to social interaction; rather, individuals use particular forms of time-space to discursively position themselves and others. This article analyzes how several adolescents interpreted a previous classroom interaction, which was rife with social positioning. Responding to a videotape of this interaction, the adolescents were in general agreement that one of them ("Latayna") acted "ghetto." An analysis of the int…
Silencing in Classroom Interaction
Researchers have studied silencing practices in a number of ways, including focusing on turn taking and temporal dynamics, documenting specific interactional strategies, and analyzing the types of discourses expelled from a given context. The article forwards an alternate approach, arguing that silencing is an interactional achievement that involves producing, dividing, and relating social spaces such that participants are positioned as more or l…
Critical Posthumanist Literacy
Literacy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when c…
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 embodied rhythms of learning
Networked Identity
In recent years, practices of online social networking and their implications for migrant youth identity development have been heavily debated. The nature of access to resources for identification is changing, and by using a social network perspective, this research conceptualizes identity as a networked phenomenon in which resources are understood as specific kinds of social formations: identity networks. Social network interviews were conducted…
Polycontextual Construction Zones
By analyzing the activity of students building a cabin in a school setting, this article examines how conflicts among schooling and extraschooling activity systems can create an expansive space of identity development and learning. Drawing together activity system theories and theories of social space, the article illustrates how polycontextual conflicts and expansions are spatially contingent and productive of space. Symbolic and material dimens…
Locating Latanya
While social constructivist interpretations have advanced a relational, multiple, and fluid conception of identity, one difficult problem involves understanding how identities are stabilized during the course of interaction. This article argues that interactants define and stabilize identity by producing identity artifacts with multimodal means, by constructing configurations of those artifacts, and by using those artifacts to project social spac…
Silencing in Classroom Interaction
Researchers have studied silencing practices in a number of ways, including focusing on turn taking and temporal dynamics, documenting specific interactional strategies, and analyzing the types of discourses expelled from a given context. The article forwards an alternate approach, arguing that silencing is an interactional achievement that involves producing, dividing, and relating social spaces such that participants are positioned as more or l…
Tracing the Everyday 'Sitings' of Adolescents on the Internet
This article argues for the need to move beyond place-based ethnography and develop ethnographic methodologies that follow the moving, traveling practices of adolescents online and offline. In the first part of the article, challenges to traditional ethnographic constructs such as place, identity, and participant obervation, and the ways in which these constructs are further destabilized in research online are reviewed. Secondly, at the center of…
They Took Out the Wrong Context
Time-space is not merely a backdrop to social interaction; rather, individuals use particular forms of time-space to discursively position themselves and others. This article analyzes how several adolescents interpreted a previous classroom interaction, which was rife with social positioning. Responding to a videotape of this interaction, the adolescents were in general agreement that one of them ("Latayna") acted "ghetto." An analysis of the int…
Ethnographic Studies of Positioning and Subjectivity
Mapping literacy spaces in motion
S In many literacy classrooms, students engage in public performances in which they use various texts, movements of their bodies, and verbal interactions. How do we interpret such events? In this article, we critique a representational mode of interpretation and describe an alternate mode. We argue that literacy performances are often about creating differences, including differences in the moving, shifting relations of semiotic resources and dif…
The Changing Social Spaces of Learning
The construction of ethnic boundaries in classroom interaction through social space
This article adds a social-spatial dimension to ethnicity construction while acknowledging the production of ethnicity as constructed through a relation of the ‘‘here and now’’ and an imagined (common) past. Empirically, social-spatial analysis is elaborated by looking at how social difference is produced in multi-ethnic schools through classroom interaction both in the USA and in the Netherlands. In our analysis, we are concerned with how ‘‘scho…
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…
Networked Identity
In recent years, practices of online social networking and their implications for migrant youth identity development have been heavily debated. The nature of access to resources for identification is changing, and by using a social network perspective, this research conceptualizes identity as a networked phenomenon in which resources are understood as specific kinds of social formations: identity networks. Social network interviews were conducted…
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…
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 embodied rhythms of learning
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…
Affect in Literacy Teaching and Learning
"In this cutting-edge volume, scholars from around the world connect affect theory to the field of literacy studies, and unpack the role and influence of this emerging area of scholarship on literacy education. Offering an introduction to affect theory and scholarship as it relates to literacy studies, contributors discuss the role of humanizing and dehumanizing influences on schooling and examine the emotional and affective dimensions at individ…
Affect in Literacy Teaching and Learning
Critical literacy for a posthuman world
Computational objects (eg, algorithms, bots, surveillance technology and data) have become increasingly present in our daily lives and are consequential for our changing relations to texts, multimodality and identity. Yet, our current theories of literacy, and especially the prevalence of mediational and representational perspectives, are inadequate to account for these changing relations. What are the implications for critical literacy education…
Ways With Worlds
The authors investigated improvisational theater and the possibilities that it presents for reconsidering reading pedagogy, with a focus on discussions of reading. The authors conducted empirical, qualitative studies of improvisational practice and instruction and analyzed improv through the construct of worlding. In this article, the authors explore different dimensions of worlding, a concept that generally describes how ensembles make present a…
“We got so much better at reading each other’s energy”
Background Long-form dramatic improvisation has been investigated as an accomplishment of emergent creativity among an ensemble of “players,” focusing on how the group achieves “group flow” in performance.Methods This article employs ethnographic methods (focus group, interviews, and video-assisted self-interviews) to investigate the case of a musical theater improv group. The analysis focuses on how the group describes its shared modes of knowin…
Critical Posthumanist Literacy
Literacy has become inextricably bound with machine processes, especially in the age of ubiquitous, consequential artificial intelligence (AI). Despite a relatively long history of AI involvement in our everyday reading and writing practices, the public availability of generative AI tools has set off a wave of heated debate—and concern—about AI's role in our lives. We argue that critical literacy theory and tools can serve as a foundation, when c…
‘I hope this email finds you well’
This study examines how MagicSchool AI (MSAI), an educational technology platform, mediates affective dimensions of teacher-family communications through its Email Family Tool. Drawing on an algorithmic audit informed by politeness theory, the authors analyze how MSAI’s underlying language models structure and standardize emotional expression in teacher-family communications. The authors introduce the concept of synthetic affect to theorize how p…
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 (19 obras) · Psychology (18 obras) · Computer Science (14 obras) · Epistemology (12 obras) · Linguistics (10 obras) · Pedagogy (10 obras) · Aesthetics (9 obras) · Literacy, Media, and Education (9 obras) · Social science (8 obras) · Art (7 obras)