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  • Using the (im)materialities framework to trace the contrapuntal lines of allegiance and belonging for globally mobile children

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    Accepted Manuscript (AM)
    Author(s)
    Hannaford, Jeanette
    Griffith University Author(s)
    Hannaford, Jeanette M.
    Year published
    2017
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    Abstract
    This paper discusses the use of Burnett, Merchant, Pahl and Rowsell’s (im)materiality literacy analysis framework to explore online and offline literacies in the lives of globally mobile children. The voices of these children have been little explored in New Literacies research. Globally mobile ‘third culture’ children who attend International Schools are often foreigners where they live, yet have multiple sites of belonging, including digital worlds. In analysing the abundant data of a year-long multicase study, the theoretical lenses of spatiality, mediation, materiality, and embodiment, as proposed in Burnett el al.’s ...
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    This paper discusses the use of Burnett, Merchant, Pahl and Rowsell’s (im)materiality literacy analysis framework to explore online and offline literacies in the lives of globally mobile children. The voices of these children have been little explored in New Literacies research. Globally mobile ‘third culture’ children who attend International Schools are often foreigners where they live, yet have multiple sites of belonging, including digital worlds. In analysing the abundant data of a year-long multicase study, the theoretical lenses of spatiality, mediation, materiality, and embodiment, as proposed in Burnett el al.’s framework, provided a productive framework through which to explore the complicated intersections of literacy, identity, and digital worlds in these children’s lives. The paper demonstrates how the framework might be applied, focusing on two of the children in the study. Prompted by insights provided by the (im)materiality framework, a contrapuntal metaphor is proposed as a way to understand allegiance and belonging in the lives of these globally mobile children.
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    Journal Title
    Discourse: Studies in the Cultural Politics of Education
    DOI
    https://doi.org/10.1080/01596306.2016.1277419
    Copyright Statement
    © 2017 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse: Studies in the Cultural Politics of Education on 12 Jan 2017, available online: http://www.tandfonline.com/doi/10.1080/01596306.2016.1277419
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Education not elsewhere classified
    Education
    Studies in Human Society
    Publication URI
    http://hdl.handle.net/10072/340101
    Collection
    • Journal articles

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