Blurring Material and Rhetorical Walls: Children Writing the Border/Lands in a Second-Grade Classroom

Autor/inn/en	Dutro, Elizabeth; Haberl, Ellie
Titel	Blurring Material and Rhetorical Walls: Children Writing the Border/Lands in a Second-Grade Classroom
Quelle	In: Journal of Literacy Research, 50 (2018) 2, S.167-189 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X18767232
Schlagwörter	Grade 2; Childrens Writing; Race; Ethnicity; Childhood Attitudes; Fear; Intimacy; Rhetorical Invention; Classroom Environment; International Relations; Immigration; Foreign Policy; Foreign Countries; Qualitative Research; United States; Mexico + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Rasse; Abstammung; Ethnizität; Furcht; Intimität; Klassenklima; Unterrichtsklima; Internationale Beziehungen; Außenpolitik; Ausland; Qualitative Forschung; USA; Mexiko
Abstract	Spurred by burgeoning racist and xenophobic immigration policy and rhetoric, we analyzed the writing of seven second-grade children about their experiences of living connections that span the United States-Mexico border. Informed by research on children's "testimonios" in literacy classrooms and Anzaldúa's concept of the border/lands, we drew on feminist and critical poststructuralist theories to examine how children's writing rhetorically and aesthetically engaged with the affective, political, and ideological dimensions of borders and the rhetorical and material violence of hostile policies. Methodologically, we conducted close readings of children's writing, tracing how they disrupted boundaries, including those constructed both physically and ideologically across nations and between concepts, identities, and feelings. This analysis underscores children's keen insights into their political and personal worlds, the importance of writing pedagogies that invite children to engage with the personal and political, and the need for methods of analysis that attend to the poetics of children's perspectives. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01