Posthuman literacies: Young children moving in time, place and more-than-human worlds
Posthuman literacies: Young children moving in time, place and more-than-human worlds
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DOI：
10.1177/1468798417704031
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发表时间：
2017-09-01
影响因子：
1.6
通讯作者：
Somerville, Margaret
中科院分区：
文献类型：
--
作者：
Hackett, Abigail;Somerville, Margaret
这篇论文考察了遗赠主义的潜力，从动作和声音的起点，在比人类更多的世界中，使幼儿的文学重新概念化。我们认为，移动是一种交流的实践，它总是发生在比人类更多的世界中更复杂的关系纠缠中。通过我们的分析，对声音的理解出现了一种比人类更多的实践，包括儿童的语言和非语言话语，以及通过运动、伴随运动发生的声音。本文引用了两项不同研究的数据：在第一项研究中，英国的两岁儿童敲击鼓点，在博物馆里行进。在第二项研究中，澳大利亚的两名儿童选择了自己的研究地点，并创作了一系列新的文学作品，从发声、正在进行的故事到装置。我们提供的例子表明，说话、打手势和发音，作为紧急识字实践，与其说是关于传递信息或故意设计的符号，不如说是关于具体化和感官体验，其中关于和地点的交流是通过身体存在和移动发生的。本文通过在当下成为中的前景化运动，为死后儿童早期文学领域做出贡献。运动和声音存在于人类感知的参数之外，存在于一个扁平的本体论中，在这个本体论中，人是偏心的，万物都存在于同一平面上，以不断的运动。因此，从运动开始对识字进行概念化提供了一个扩大了对儿童早期识字的调查领域。在本文分析的多模式识字实践中，意义和世界同时出现，提供了新的识字和表征形式，并提出了以抵制以人类为中心或以理性为中心的框架的方式定义或概念化识字的可能性。
This paper examines the potential of posthumanism to enable a reconceptualisation of young children's literacies from the starting point of movement and sound in the more-than-human world. We propose movement as a communicative practice that always occurs as a more complex entanglement of relations within more-than-human worlds. Through our analysis, an understanding of sound emerged as a more-than-human practice that encompasses children's linguistic and non-linguistic utterances, and which occurs through, with, alongside movement. This paper draws on data from two different research studies: in the first study, two-year-old children in the UK banged on drums and marched in a museum. In the second study, two young children in Australia chose sites for their own research and produced a range of emergent literacies from vocalisation and ongoing stories to installations. We present examples of ways in which speaking, gesturing and sounding, as emergent literacy practices, were not so much about transmitting information or intentionally designed signs, but about embodied and sensory experiences in which communication about and in place occurred through the body being and moving in place. This paper contributes to the field of posthuman early childhood literacies by foregrounding movement within in-the-moment becoming. Movement and sound exist beyond the parameters of human perception, within a flat ontology in which humans are decentred and everything exists on the same plane, in constant motion. Starting from movement in order to conceptualise literacy offers, therefore, an expanded field of inquiry into early childhood literacy. In the multimodal literacy practices analysed in this paper, meaning and world emerge simultaneously, offering new forms of literacy and representation and suggesting possibilities for defining or conceptualising literacy in ways that resist anthropocentric or logocentric framings.