(Re)Thinking children as fully (in)human and literacies as otherwise through (re)etymologizing intervene and inequality

Abstract

In response to the guest editors’ call to attend to literacy and language as bodily practices and to (re)think social inequality in young children’s literacies, we read a couple of publications by Rosi Braidotti, Maggie MacLure, Nathan Snaza, Sarah Truman and Karin Murris (and others) in relation to a personal narrative gameboard coming to be in a second-grade Writers’ Studio. We also engage in (re)etymologizing the words intervene and inequality. (Re)etymologizing is an enquiry practice of searching for the meanings and origins of words not in an effort to know the words, find their true meaning(s), or to nail-down the definitions, but rather in an effort to unmake the words and think differently. Through these musings, writings and thinkings, we explore the question posed by the guest editors: How can we think literacy otherwise? In doing so, we offer invitations and questions for the reader to ponder related to the ethics and justice orientation of poststructural and posthumanist theories and what they have to offer early childhood literacies.

Frictional matterings: (Re)thinking identity and subjectivity in the coming-to-be of literacies

“…Or said another way, not be response-able for the perhaps inhuman ways Others are positioned and their lived realities. (Kuby & Gutshall Rucker, 2020: 17)Thus, we find promise in how Puar (2012: 58) writes of identity as eventness: ‘Categories – race, gender, sexuality – are considered events, actions, and encounters between bodies, rather than simply entities and attributes of subjects’. We recognise that the foregrounding of intersectional position-labels may itself be an event that pins and shapes students’ trajectories.…”

“…Or said another way, not be response-able for the perhaps inhuman ways Others are positioned and their lived realities. (Kuby & Gutshall Rucker, 2020: 17)…”

Centering Black women’s ways of knowing: A review of critical literacies research in early childhood

“…In this article, I combine Thomas et al's insights with those of early literacy researchers (e.g. Kuby, 2013;Kuby and Rucker, 2020) to suggest a shifting of theoretical framings as one useful way of broadening the context of critical literacies research and practice. This article takes up one specific concern from the call for this special issue, that is to address the lack of Pro-Black and marginalized research in early literacy education.…”

“…In this article, I combine their insights with those of early literacy researchers, such as Candace R. Kuby and Tara Gutshall Rucker, (e.g. Kuby, 2013;Kuby and Rucker, 2020) to suggest that the shifting of theoretical framings may be a useful way of broadening the context of critical literacies research and scholarship. Kuby and Rucker's (2020) examination explores offerings from postructural and posthumanist theories for expanding conceptions of literacy in efforts to challenge our ideas of literacies, inequalities, and justice in early literacy research.…”

Skriversubjektivitet i det multimodale danskfag: En posthuman undersøgelse af affekt, krop og materialitet i skriveundervisningen

“…I 125 forskningsmaessig sammenhaeng har skriveforskning i Danmark fokuseret på overgangen fra folkeskolen til gymnasiet (Elf, 2017;Krogh, 2018;Krogh & Piekut, 2015), mens (international) posthuman skriveforskning helt overvejende fokuserer på 'early literacies', dvs. førskole og indskoling (se fx Kuby & Rucker, 2020;Dernikos, 2019Dernikos, , 2020Jokinen & Murris, 2020). Dermed bidrager min forskning på et område hvor der mangler viden.…”