Using the (im)materialities framework to trace the contrapuntal lines of allegiance and belonging for globally mobile children
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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.
Discourse: Studies in the Cultural Politics of Education
© 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
This publication has been entered into Griffith Research Online as an Advanced Online Version.
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