ERIC Number: EJ1414998
Record Type: Journal
Publication Date: 2024
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-7984
EISSN: EISSN-1741-2919
Available Date: N/A
"WE LOST The PLADO": Tracing Privileged School Literacies in One Kindergarten Classroom
Journal of Early Childhood Literacy, v24 n1 p44-68 2024
Drawing from a network case study, this article traces enactments of a letter writing enquiry in one Kindergarten public school classroom in New York City, and in doing so, explores both the affordances and limitations of sociomaterial approaches employed by the researcher towards school literacies. Looking down at one morning meeting revealed rotting pumpkins, playdough, pocket charts and cheese sandwiches, doing the work of environmental nonprofits, DOE officials, and cafeteria staff, all becoming entangled with the teacher and students in solving the problem of food waste at lunch, and ultimately to students writing letters to their school administrators. Yet, in looking out from this same data, I reconsider how the curriculum was not only constituted by networks of circulating materials, but also by networks circulating students' bodies into unequal school spaces, fuelling changes in the school's enrolment and funding through neighbourhood gentrification. I propose ways in which sociomaterial accounts of literacy curriculums may contribute bridgework along with accounting for structural inequalities mobilized in and through schools.
Descriptors: Kindergarten, Public Schools, Socioeconomic Influences, Equal Education, Literacy Education, Problem Solving, Food, Letters (Correspondence), Interdisciplinary Approach, Social Bias, Minority Group Students, Urban Schools, Recycling, Conservation (Environment)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (New York)
Grant or Contract Numbers: N/A
Author Affiliations: N/A