A Gender Gap in Literacy? Exploring the Affective Im/materiality and “Magic” of Allure with/in a First Grade Classroom

Dernikos, Bessie P.

doi:10.7577/rerm.3682

Cited by 3 publications

(2 citation statements)

References 43 publications

(84 reference statements)

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“…This daunting reality is not only unsafe and oppressive toward individuals but also socially and pedagogically problematic. Educational research consistently emphasizes the significance of addressing issues of gender and sexuality in the classroom (Blair & Deckman, 2022; Dernikos, 2019; Faragó, 2023; Kostas, 2023; Mangin, 2022; Nguyen, 2022; Staley & Leonardi, 2016). Indeed, “discomfort is generative” (Staley & Leonardi, 2016, p. 225), and “it is only through disruption, not comfort, that social transformation can occur” (Young, 2000, p. 13).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

Orner,

Netz,

Lefstein

2024

Reading Research Quarterly

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Dialogic pedagogy aims to bring multiple voices and perspectives into conversation, to create a classroom environment inclusive of multiple student identities, and to challenge hegemonic approaches to knowledge. As such, it seems particularly well‐suited for interrogating gender binaries and enhancing gender equity. Through micro‐ethnographic discourse analysis of video‐recorded literacy lessons, this study examines how traditional gender categories were reified and/or disrupted in literacy discussions in four Israeli elementary school classrooms experimenting with dialogic pedagogy. We found students and teachers frequently relying upon gender stereotypes in the participant examples they offered and in their interpretations of the story, “Fly, Eagle, Fly,” in class discussions. Originally framed as a parable of transformation and growth, the story unexpectedly provided an avenue to explore topics such as gender, transgenderism, and transsexuality. Sporadic instances arose in the discussion in which students subverted traditional binary gender constructs. These fleeting moments of disorientation underscored dialogic pedagogy's capacity to challenge gender norms. However, students and teachers treated transgenderism as taboo, and the topic's explicit consideration generated anxiety, with the teachers and some of the students trying to silence non‐heteronormative voices. Ultimately, teachers reinforced interpretations that allowed the gender order to be restored and seemed relieved when they were able to move on from the gender trouble episode. The study highlights the potential of dialogic pedagogy to challenge the heterosexual matrix and promote gender equity. However, it also demonstrates the importance of paying greater attention to gender issues in the development of dialogic pedagogy.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

Orner,

Netz,

Lefstein

2024

Reading Research Quarterly

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“…Thinking with reading with love led us to other scholars who explored how affect theory had explanatory power over literate bodies (Dernikos, 2016, 2018, 2019, 2020a, 2020b; Dernikos and Thiel, 2020; Jocson and Dixon-Roman, 2020; Leander and Boldt, 2013; Spector, et al , 2023; Spector and Murray, 2020, 2023). Some conceptions of affect explore how becoming different through literary encounters and getting stuck in the same identity are both fueled by affect, as the force of emergence in the world (Dernikos, 2020a; Ehret and Leander, 2019; Jocson and Dixon-Roman, 2020; Jones and Spector, 2017).…”

Section: Reading With Lovementioning

confidence: 99%

Reading with love: the potential of critical posthuman reading practices in preservice English education

Spector,

Murray

2023

ETPC

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Purpose Preservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to literary encounters in secondary schools have been New Criticism – particularly the practice of close reading – and Rosenblatt's transactional theory, both of which have been expanded through critical theorizing along the way. Elucidated by data produced in iterative experiments with Frost's “The Road Not Taken,” the authors reconceptualize the reader, the text, and close reading through the critical posthuman theory of reading with love as a generative way of thinking outside of the habitual practices of European humanisms. Design/methodology/approach In “thinking with” (Jackson and Mazzei, 2023) desiring-machines, affect, Man and critical posthuman theory, this post qualitative inquiry maps how the “The Road Not Taken” worked when students plugged into it iteratively in processes of reading with love, an affirmative and creative series of experiments with literature. Findings This study mapped how respect for authority, the battle of good v evil, individualism and meritocracy operated as desiring-machines that channeled most participants’ initial readings of “The Road Not Taken.” In subsequent experiments with the poem, the authors demonstrate that reading with love as a critical posthuman process of reading invites participants to exceed the logics of recognition and representation, add or invent additional ways of being and relating to the world and thereby produce the possibility to transform a world toward greater inclusivity and equity. Originality/value The authors reconceptualize the categories of “the reader” and “the text” from Rosenblatt’s transactional theory within practices of reading with love, which they situate within a critical posthuman theory. They eschew separating efferent and aesthetic reading stances while also recuperating practices of “close reading,” historically associated with the New Critics, by demonstrating the generativity of critically valenced “close reading” within a Deleuzian process of reading with love.

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Assessing the success of teacher leadership: the case for asking new questions

Margolis

Strom

2020

Professional Development in Education

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A Gender Gap in Literacy? Exploring the Affective Im/materiality and “Magic” of Allure with/in a First Grade Classroom

Cited by 3 publications

References 43 publications

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

Reifying, Disorienting and Restoring Gender Binaries in Dialogic Literature Discussions

Reading with love: the potential of critical posthuman reading practices in preservice English education

Assessing the success of teacher leadership: the case for asking new questions

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