Wrestling with Competency and Everyday Literacies in School
Wrestling with Competency and Everyday Literacies in School
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在学校努力应对能力和日常读写能力
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Kortney Sherbine
中科院分区：
文献类型：
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作者：
Kortney Sherbine
1 摘要：在这篇文章中，我详细介绍了三个年轻黑人男孩——百万美元男、DJ 和弗朗西斯科——的纠葛，以及他们对 WWE 摔跤的兴趣和经历。借鉴关注人类和超人类物体之间生产性关系的后人类主义哲学，我考虑了在二年级识字研讨会上撰写的民族志数据，这些数据描述了男孩们的谈话、玩耍、体现、绘画和写作的方式，为他们在学校展示能力创造了新的方式。对田野笔记、音频和视频记录以及人工文献的根部分析表明，男孩们在玩耍、体现和教学过程中出现了重叠和分歧的传统和不确定的读写能力。我认为，扩大读写能力的定义以及对亲密和情感读写能力的关注，通常与流行文化有关，包括更公平和公正地考虑谁的生活和经历重要，以及孩子在学校会发生什么。
1 Abstract: In this essay, I detail the entanglements of three young Black boys – Million Dollar Man, DJ, and Francisco – and their interests in and experiences with WWE wrestling. Drawing on posthumanist philosophies that attend to the productive relationships between the human and more-than-human objects, I consider ethnographic data composed during a second-grade literacy workshop to describe the ways in which the boys’ talk, play, embodiments, drawing, and writing created new ways for them to demonstrate competencies in school. A rhizoanalysis of field notes, audio and video recordings, and artifactual documentation demonstrates the overlapping and diverging traditional and indeterminate literacies that emerged for the boys during their play, embodiments, and teaching. I argue that broadening definitions of what counts as literacy and attention to intimate and affective literacies, often in relationship with popular culture, comprise more equitable and just considerations of whose lives and experiences matter and what becomings emerge for children in school.