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dc.contributor.authorBurnett, C
dc.contributor.authorMerchant, G
dc.contributor.authorNeumann, MM
dc.date.accessioned2020-01-17T05:05:06Z
dc.date.available2020-01-17T05:05:06Z
dc.date.issued2019
dc.identifier.issn1468-7984
dc.identifier.doi10.1177/1468798419896067
dc.identifier.urihttp://hdl.handle.net/10072/390594
dc.description.abstractThis article uses a sociomaterial perspective to explore how deficit views of young children’s language and literacy are sustained and can be challenged. Foregrounding the notion of multiplicity, it considers how diverse sociomaterial relations work to uphold particular kinds of practice and particular arrangements of bodies and things over others. These relations may interfere with and interface with each other in different ways, sometimes sustaining but also potentially disrupting deficit discourses and practices. Our sociomaterial perspective is illustrated with a short vignette from a study of children and touchscreen tablets in an early years setting. An initial analysis is followed by a series of alternate and tentative tracings of other kinds of relations that play through those moments. The article contributes to debates about social inequality by troubling the certainties generated though deficit models of children’s literacy, whilst working proactively to envision and produce alternate possibilities that foreground the potentialities generated as people and other materials assemble together.
dc.description.peerreviewedYes
dc.description.sponsorship2and2
dc.description.sponsorshipOzpix Entertainment Pty Ltd
dc.description.sponsorshipUniversity of South Australia ARC
dc.description.sponsorshipBonny Babes Childcare Service
dc.description.sponsorshipGriffith University
dc.languageEnglish
dc.language.isoeng
dc.publisherSage Publications
dc.publisher.placeUnited Kingdom
dc.relation.ispartofjournalJournal of Early Childhood Literacy
dc.relation.urihttp://purl.org/au-research/grants/ARC/DP210101226
dc.relation.grantIDDP210101226
dc.relation.fundersARC
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode3904
dc.titleClosing the gap? Overcoming limitations in sociomaterial accounts of early literacy
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationBurnett, C; Merchant, G; Neumann, MM, Closing the gap? Overcoming limitations in sociomaterial accounts of early literacy, Journal of Early Childhood Literacy, 2019
dc.date.updated2020-01-17T04:59:30Z
dc.description.versionAccepted Manuscript (AM)
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version
gro.rights.copyrightCathy Burnett et al, Closing the gap? Overcoming limitations in sociomaterial accounts of early literacy, Journal of Early Childhood Literacy, 2019. Copyright 2019 The Authors. Reprinted by permission of SAGE Publications.
gro.hasfulltextFull Text
gro.griffith.authorNeumann, Michelle M.


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