The Minor Gesture

Manning, Erin

doi:10.1515/9780822374411

Cited by 37 publications

(103 citation statements)

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“…Alternate tracings, however, offer a possibility of potential variation, or a new mode of valuation. In arguing for this we draw on Manning’s (2016) work on the minor gesture which attempts to ‘cut across narrative accounts of what it is to know’ (p. 27), to disturb dominant or ‘major’ tropes. Manning suggests that:The major is a structural tendency that organizes itself according to predetermined definitions of value.…”

Section: Staying With Multiplicitymentioning

confidence: 99%

Closing the gap? Overcoming limitations in sociomaterial accounts of early literacy

Burnett¹,

Merchant

Neumann

2019

Journal of Early Childhood Literacy

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This article uses a sociomaterial perspective to explore how deficit views of young children’s language and literacy are sustained and can be challenged. Foregrounding the notion of multiplicity, it considers how diverse sociomaterial relations work to uphold particular kinds of practice and particular arrangements of bodies and things over others. These relations may interfere with and interface with each other in different ways, sometimes sustaining but also potentially disrupting deficit discourses and practices. Our sociomaterial perspective is illustrated with a short vignette from a study of children and touchscreen tablets in an early years setting. An initial analysis is followed by a series of alternate and tentative tracings of other kinds of relations that play through those moments. The article contributes to debates about social inequality by troubling the certainties generated though deficit models of children’s literacy, whilst working proactively to envision and produce alternate possibilities that foreground the potentialities generated as people and other materials assemble together.

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Section: Staying With Multiplicitymentioning

confidence: 99%

Closing the gap? Overcoming limitations in sociomaterial accounts of early literacy

Burnett¹,

Merchant

Neumann

2019

Journal of Early Childhood Literacy

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“…The girls’ photos and photo shoots are not, I contend, to be read simplistically as role reversals; in other words, as girls expressing boyish body postures. Through a feminist new-materialist lens, one may instead consider that the girls, the photo shoots, the girls’ ideas of gender, the postures themselves, and critique of gender conformity intra-acted in ways that actualised the desire of the girls to become more-than (Manning, 2016), composing themselves something other than ‘the “[girl]” of … common sense’ (Colebrook, 2006: 7). One may view the photo shoots as an opening for sudden, affective ‘bursts’ in postures and movements that rupture rigid cultural ideas of girlhood in the girls, on their own terms.…”

Section: Extracting Virtual Capacities Through An Iterative Process Omentioning

confidence: 99%

Collaging the virtual: Exploring gender materialisations in the artwork of pre-teen children

Huuki

2019

Childhood

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This paper draws on a co-productive, arts-based study, in Northern Finland, of forty children from ten to eleven years of age. Applying Gilles Deleuze's idea of the virtual, the author maps the journey of the children's creative activities, as developed through a series of workshops over one academic year. This paper demonstrates how repetitive crafting and photographing can accelerate an actualisation of expansive ideas of gender and "self-hood," ideas emerging in manners that disrupt rigid expectations of girlhood and boyhood.There is an increasing awareness that fluidity, diversity, and complexity characterise the formation of gender in childhood (Francis and Paechter, 2015; Meyer and Carlson, 2014).While gender norms heavily regulate everyday sociocultural worlds, children have an array of avenues through which to negotiate, contest, and transgress dominant ways of 'doing' boyhood and girlhood (Blaise

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“…minimal-verbal, non-verbal or other-verbal is imbued by the deficit model and mainly focuses on the methods and effects of therapeutic interventions. Experiences of non-, minimal-or other-verbal people are hardly addressed, and their voices are rarely included in what we understand as knowledge-formation (Biklen 2005;Manning 2016;Quinn 2017Quinn , 2019Savarese 2010). In this article we want to reconceptualize 'voice'.…”

Section: Introductionmentioning

confidence: 99%