東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

(Re)Imagining Possibilities for Yout...

Johnston, Kelly Carter.

FindBook

Google Book

Amazon

博客來

(Re)Imagining Possibilities for Youth in Schools: A Rhizomatic Exploration of Youth's Affective Engagements with Literacy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	(Re)Imagining Possibilities for Youth in Schools: A Rhizomatic Exploration of Youth's Affective Engagements with Literacy./
作者:	Johnston, Kelly Carter.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	241 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10746669
ISBN:	9780355711738

(Re)Imagining Possibilities for Youth in Schools: A Rhizomatic Exploration of Youth's Affective Engagements with Literacy.
Johnston, Kelly Carter.

(Re)Imagining Possibilities for Youth in Schools: A Rhizomatic Exploration of Youth's Affective Engagements with Literacy. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 241 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2018.

The purpose of this post-qualitative study was to examine the rhizomatic functioning of youth's engagements with literacy in a 7th grade English Language Arts classroom. I argued normed expectations of students' engagement with literacy in schools imposes hegemonic control over students' literacy learning, thus devaluing students' in-the-moment, affective engagement. Rhizomatic theory was used to explore the ways students aligned to or veered from expected literacy norms as conceptualized through schooled literacy.

ISBN: 9780355711738Subjects--Topical Terms:

516579
Education.

(Re)Imagining Possibilities for Youth in Schools: A Rhizomatic Exploration of Youth's Affective Engagements with Literacy.
LDR:03463nmm a2200337 4500 001 2204271
005 20190709084845.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780355711738
035 $a (MiAaPQ)AAI10746669
035 $a (MiAaPQ)tc.columbia:10761
035 $a AAI10746669
040 $a MiAaPQ $c MiAaPQ
100 1 $a Johnston, Kelly Carter. $3 3431108
245 1 0 $a (Re)Imagining Possibilities for Youth in Schools: A Rhizomatic Exploration of Youth's Affective Engagements with Literacy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 241 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Advisers: Marjorie Siegel; Maria Paula Ghiso.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2018.
520 $a The purpose of this post-qualitative study was to examine the rhizomatic functioning of youth's engagements with literacy in a 7th grade English Language Arts classroom. I argued normed expectations of students' engagement with literacy in schools imposes hegemonic control over students' literacy learning, thus devaluing students' in-the-moment, affective engagement. Rhizomatic theory was used to explore the ways students aligned to or veered from expected literacy norms as conceptualized through schooled literacy.
520 $a The study took place during one academic semester between January-June in a New York City public middle school in Harlem. Data was produced through observations, exchanges (informal and formal interviews; verbal and written conversations), artifacts, and a researcher journal. A rhizomatic analysis was conducted to first identify the ideal expectation for literacy learning in the classroom as established through national, state, and local entities and then to follow deviations, or lines of flight, from these expected norms. Particular attention was paid to networked assemblages of participants (human and non-human) and the affective intensities, or desires that produce changes to an event or interaction, produced through these networks. The analysis was extended to consider these assemblages and affective intensities in light of the normed expectations for literacy learning, thus moving the rhizomatic analysis to what might become possible by examining difference.
520 $a Findings are presented through the lines of flight and affective intensities that were produced through students' engagements with literacy learning. These included forms of play, spontaneous peer-to-peer assistance, visceral response, and enacted agency. I discuss these intensities as unsanctioned engagement and explore how sanctioning such engagement provides more equitable opportunities for students to actively interact and achieve success as literacy learners. I argue such engagement is inherent to who youth are and who they are becoming. Because of this, how educators and researchers understand literacy learning and one's engagement with literacy is extremely important for youth's experiences and success in schooling. I conclude with implications for practice and research that work to actively transform conceptions of literacy instruction, theory, and research.
590 $a School code: 0055.
650 4 $a Education. $3 516579
650 4 $a Reading instruction. $3 2122756
650 4 $a Curriculum development. $3 684418
690 $a 0515
690 $a 0535
690 $a 0727
710 2 $a Teachers College, Columbia University. $b Curriculum and Teaching. $3 2094400
773 0 $t Dissertation Abstracts International $g 79-08A(E).
790 $a 0055
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10746669