Using the (im)materialities framework to trace the contrapuntal lines of allegiance and belonging for globally mobile children

Bibliographic Data

ID2937279
AuthorsJeanette Hannaford (Griffith University, corresponding author)
Year2018
Volume39
Issue4
Pages495-508
Publication date2018-07-04
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2016.1277419
OpenAlexW2573314138
LanguageEN
Citations received3
References cited28

This paper discusses the use of Burnett, Merchant, Pahl and Rowsell’s (im)materiality literacy analysis framework to explore online and offline literacies in the lives of globally mobile children. The voices of these children have been little explored in New Literacies research. Globally mobile ‘third culture’ children who attend International Schools are often foreigners where they live, yet have multiple sites of belonging, including digital worlds. In analysing the abundant data of a year-long multicase study, the theoretical lenses of spatiality, mediation, materiality, and embodiment, as proposed in Burnett el al.’s framework, provided a productive framework through which to explore the complicated intersections of literacy, identity, and digital worlds in these children’s lives. The paper demonstrates how the framework might be applied, focusing on two of the children in the study. Prompted by insights provided by the (im)materiality framework, a contrapuntal metaphor is proposed as a way to understand allegiance and belonging in the lives of these globally mobile children

Aesthetics · Allegiance · Art · Commodification · Linguistics · Literacy · Metaphor · Pedagogy · Political science · Politics · Sociology · Child Development and Digital Technology · Gender Studies · Global Education and Multiculturalism · Literacy, Media, and Education

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Open DOISci-HubOpen Access