We don't believe media anymore

Mapping critical literacies in an adult immigrant language classroom

Bibliographic Data

ID2937586
AuthorsMonica Waterhouse (0000-0003-2497-9367, University of Ottawa, corresponding author)
Year2012
Volume33
Issue1
Pages129-146
Publication date2012-02-01
Peer ReviewedYes
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)
DOI10.1080/01596306.2012.632173
OpenAlexW2001008430
LanguageEN
Citations received5
References cited24

This article maps critical literacies conceptually and empirically in the context of adult immigrant language classrooms. It begins by describing Deleuze and Guattari's cartographic approach. Then it traces critical literacies situated conceptually within a Freirean paradigm before mapping them differently through the Deleuzian-informed Multiple Literacies Theory (MLT). MLT frames critical literacies as reading intensively, that is, disruptively. This alternative conceptualization is then mobilized empirically in relation to the problems and politics produced in the qualitative study of one language classroom. In this classroom, reading a newspaper article provoked a series of transformative events or becomings, a concept created by Deleuze and Guattari and which is central to MLT. A research cartography is presented as a series of vignettes weaving data and concepts. This empirical mapping of media literacies and reading intensively offers insights into the politics of becoming in adult immigrant language classrooms and opens conceptual lines of flight between critical literacies and reading intensively

Conceptualization · Deleuze and Guattari · Linguistics · Pedagogy · Situated · Sociology · Transformative learning · Computer Science · Global Educational Policies and Reforms · History · Literacy, Media, and Education · Multilingual Education and Policy

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