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"WE LOST THE PLADO": Tracing privileged school literacies in one kindergarten classroom.

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Bibliographic Details
Title: "WE LOST THE PLADO": Tracing privileged school literacies in one kindergarten classroom.
Authors: Ferguson, Daniel E1 (AUTHOR) dfergu2@gmu.edu
Source: Journal of Early Childhood Literacy. Mar2024, Vol. 24 Issue 1, p44-68. 25p.
Subject Terms: *School environment, *Conservation of natural resources, *Teaching methods, *Curriculum, *Teaching aids, *Elementary schools, Food waste, Social theory
Geographic Terms: New York (State)
Abstract: Drawing from a network case study, this article traces enactments of a letter writing enquiry in one Kindergarten public school classroom in New York City, and in doing so, explores both the affordances and limitations of sociomaterial approaches employed by the researcher towards school literacies. Looking down at one morning meeting revealed rotting pumpkins, playdough, pocket charts and cheese sandwiches, doing the work of environmental nonprofits, DOE officials, and cafeteria staff, all becoming entangled with the teacher and students in solving the problem of food waste at lunch, and ultimately to students writing letters to their school administrators. Yet, in looking out from this same data, I reconsider how the curriculum was not only constituted by networks of circulating materials, but also by networks circulating students' bodies into unequal school spaces, fuelling changes in the school's enrolment and funding through neighbourhood gentrification. I propose ways in which sociomaterial accounts of literacy curriculums may contribute bridgework along with accounting for structural inequalities mobilized in and through schools. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Drawing from a network case study, this article traces enactments of a letter writing enquiry in one Kindergarten public school classroom in New York City, and in doing so, explores both the affordances and limitations of sociomaterial approaches employed by the researcher towards school literacies. Looking down at one morning meeting revealed rotting pumpkins, playdough, pocket charts and cheese sandwiches, doing the work of environmental nonprofits, DOE officials, and cafeteria staff, all becoming entangled with the teacher and students in solving the problem of food waste at lunch, and ultimately to students writing letters to their school administrators. Yet, in looking out from this same data, I reconsider how the curriculum was not only constituted by networks of circulating materials, but also by networks circulating students' bodies into unequal school spaces, fuelling changes in the school's enrolment and funding through neighbourhood gentrification. I propose ways in which sociomaterial accounts of literacy curriculums may contribute bridgework along with accounting for structural inequalities mobilized in and through schools. [ABSTRACT FROM AUTHOR]
ISSN:14687984
DOI:10.1177/14687984211042055