Reconfiguring the Sanctions of Schooled Literacy Through Living Literacies
Bibliographic Data
| ID | 7166151 |
|---|---|
| Authors | Kelly C Johnston (0000-0002-9287-8237, Department of Curriculum and Instruction at Baylor University Waco Texas USA, corresponding author) |
| Year | 2025 |
| Volume | 60 |
| Issue | 1 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.582 |
| OpenAlex | W4402710504 |
| Language | EN |
| Citations received | 2 |
| References cited | 45 |
In this article, the author argues that living literacies—relational, embodied forms of literacy engagement—are an integral component of literacy engagement and hold the potential to disrupt and reconfigure the power structures embedded within schooled literacy. Drawing on affect theory and rhizomatic theory, the author analyzes youths’ literacy engagement in a seventh‐grade English Language Arts and Reading classroom in a New York City public school. This research addresses how schooled literacy, constructed through a sanctioned educational system, potentially dehumanizes students who diverge from the idealized curricular norm, while a focus on living literacies challenges these limitations. Central to this study is the rhizomatic approach of tracing and mapping to analyze the complexities between imposed schooled literacy engagement and living literacies engagement. The author presents findings through two sections: (1) an analysis of the sanctioning power of schooled literacy and (2) an analysis of living literacies through youths’ in‐class literate engagement. Findings demonstrate how schooled literacy practices become normalized and sanction what types of literacy engagement are valued in the classroom—and, therefore, transfer value to students themselves. However, by mapping assemblaging moments of living literacies, including socially charged interactions and spontaneous peer assistance, findings provide insight into how embodied, interrelational forms of literacy engagement offer opportunities for reconfiguring the sanctions of schooled literacy. The author concludes by discussing implications for policy, practice, and research, advocating for a shift toward more humanizing, interrelational, and embodied forms of literacy engagement in school spaces
Critical literacy · Literacy · Literacy Education · Mathematics education · Pedagogy · Political science · Sanctions · Sociology · Educator Training and Historical Pedagogy · Law · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies
The Social Construction of Literacy
Affect in Literacy Teaching and Learning
Rereading “A Pedagogy of Multiliteracies”
Research design
Visualizing mapping as pedagogy for literacy futures
Tuning into ‘fleshy’ frequencies
Refusals, Re-Turns , and Retheorizations of Affective Literacies
Thinking with Theory in Qualitative Research
Learning Lessons
Improvisational Teaching as Being With
Embodied Composition in Real Virtualities
Taking the Edusemiotic Turn
The flat world and education
Encountering the Affective in Latino Immigrant Youth Narratives
Becoming Shuri
Feeling Worlds
Literacy, Affect, and Uncontrollability
Theorizing Vitality in the Literacy Classroom
Back Then it was Only Men Who Worked in These Kinds of Fields”
Mapping literacy spaces in motion
High-Stakes Testing and Curricular Control
The Capaciousness of No
Early literacy and the posthuman
A thousand plateaus
Seeing and Hearing Students' Lived and Embodied Critical Literacy Practices
The (im)materiality of literacy
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |