What are the ethical responsibilities of doing and teaching qualitative inquiry at a time when Black and Brown bodies are under assault, an expression of White supremacy that has become ever more visible in the wake of the election of Donald Trump? And how might scholars who “think with” posthumanist theories respond to the call for more “humanizing” methodologies being made by African American and Latinx researchers? This article responds to this moment by presenting a conversation among three literacy scholars about the ethical challenges they have encountered in their own engagements with posthumanist theories, and the implications this has for doing/teaching qualitative inquiry. We call for more openness about the limits as well as the possibilities of posthumanisms, and more attention to ethics for justice. The entanglements of human/nonhuman assemblages in these dangerous times call on us to act, not only think, with theory.
This study documents the collective capacity of the external support providers working to improve K-3 reading outcomes in New York City. Interviews and social network surveys with a sample of the 112 providers at work in this “reading improvement sector” showed that they serve as a conduit for sharing reading-related resources and expertise throughout a large part of New York City. However, the collective impact of the sector remains limited because their goals vary widely; support is unevenly distributed; and many programs work in isolation and are informed by funders and sources of expertise that are unlikely to be connected.
Drawing from a network case study, this article traces enactments of a letter writing enquiry in one Kindergarten public school classroom in New York City, and in doing so, explores both the affordances and limitations of sociomaterial approaches employed by the researcher towards school literacies. Looking down at one morning meeting revealed rotting pumpkins, playdough, pocket charts and cheese sandwiches, doing the work of environmental nonprofits, DOE officials, and cafeteria staff, all becoming entangled with the teacher and students in solving the problem of food waste at lunch, and ultimately to students writing letters to their school administrators. Yet, in looking out from this same data, I reconsider how the curriculum was not only constituted by networks of circulating materials, but also by networks circulating students' bodies into unequal school spaces, fuelling changes in the school’s enrolment and funding through neighbourhood gentrification. I propose ways in which sociomaterial accounts of literacy curriculums may contribute bridgework along with accounting for structural inequalities mobilized in and through schools.
grants relating to assessment processes and interventions aimed at improving learning objective attainment. Prior to his University assignments he was the Founder and CEO of the The EDI Group, Ltd., an independent professional services company specializing in B2B electronic commerce and electronic data interchange; and a Vice President at the First National Bank of Chicago, where he founded and managed the bank's market leading professional Cash Management Consulting Group and initiated the bank's non credit service product management organization and profit center profitability programs.
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