Tuning into 'Fleshy' Frequencies: A Posthuman Mapping of Affect, Sound and De/Colonized Literacies with/in a Primary Classroom

Autor/in	Dernikos, Bessie P.
Titel	Tuning into 'Fleshy' Frequencies: A Posthuman Mapping of Affect, Sound and De/Colonized Literacies with/in a Primary Classroom
Quelle	In: Journal of Early Childhood Literacy, 20 (2020) 1, S.134-157 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798420914125
Schlagwörter	Grade 1; Elementary School Students; Racial Bias; Whites; Minority Group Students; Reading Skills; Reading Difficulties; Resistance (Psychology); Books; Literacy Education; Social Bias; Cultural Differences; Discipline; Acoustics; Student Diversity; Teacher Expectations of Students; Student Behavior; Human Body; Auditory Stimuli; New York (New York) + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Racial discrimination; Rassismus; White; Weißer; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; Resistenz; Book; Buch; Monographie; Monografie; Kultureller Unterschied; Disziplin; Akustik; Student behaviour; Schülerverhalten; Menschlicher Körper; Auditive Stimulation
Abstract	Within this article, I attend to the slippages among sound, silence, noise, voice and ir/rationality to map out the ways in which white supremacist forces subtly moved with/in a primary classroom (NYC), through a host of bodies and sounds, to reinforce processes of affective assimilation -- or demands for first graders to 'feel white'. Specifically, I explore how particular sounds as well as the insistence on silence -- that is, sound directed in a certain way -- circulated within Readers Workshop to discipline students into 'white' affective rhythms. In effect, students -- mainly boys of colour -- who did not consume/produce the sounds of whiteness were initially labelled as 'struggling readers'. I then show how students resisted the norm through their affective attachments to the book character Messy Bessey and my name/physical body. Ultimately, the students' love for Bessey/me enabled new affective entanglements between humans and nonhumans that ran 'pedagogical interference' into the school's mandated literacy curriculum and racialized identity scripts, thereby opening up opportunities for 'struggling readers' to become 'successful'. I conclude by inviting literacy educators to consider what it might mean to say no to those space-times that make social and cultural discrimination possible and, in turn, say yes to other 'fleshy' worlds where more response-able ways of listening, sounding, knowing, being and doing exist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01