Journal of Early Childhood Literacy
Sage Publications Ltd.
This paper explores the intra-actions between and assemblages among classroom materials, a teacher's chair and a seven-year-old boy during a second grade literacy workshop. I consider the ways in which the relationships between the human and more-than-human produced multiple ways of being and, in particular, new modes of competence for a child whose classroom literacy practices were often considered illegitimate or unremarkable. Drawing on posthumanist and more-than-human philosophies of difference, I suggest that the child's affective relationships with materials and his teacher's willingness to engage in a nomadic pedagogy produced new opportunities for him to experience and demonstrate his literate selves and, subsequently, created a not-yet-experienced and unanticipated sense of belonging.
Sherbine, K. (2018). Track Star + thing power: Be[com]ing in the literacy workshop. Journal of Early Childhood Literacy. https://doi.org/10.1177/1468798418777847. (h-index: 31)