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

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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]
Copyright of Journal of Early Childhood Literacy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
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  Data: "WE LOST THE PLADO": Tracing privileged school literacies in one kindergarten classroom.
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  Data: <searchLink fieldCode="AR" term="%22Ferguson%2C+Daniel+E%22">Ferguson, Daniel E</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dfergu2@gmu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Childhood+Literacy%22">Journal of Early Childhood Literacy</searchLink>. Mar2024, Vol. 24 Issue 1, p44-68. 25p.
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  Data: *<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Conservation+of+natural+resources%22">Conservation of natural resources</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Food+waste%22">Food waste</searchLink><br /><searchLink fieldCode="DE" term="%22Social+theory%22">Social theory</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+York+%28State%29%22">New York (State)</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Early Childhood Literacy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=175760232
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      – Type: doi
        Value: 10.1177/14687984211042055
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      – Code: eng
        Text: English
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        PageCount: 25
        StartPage: 44
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      – SubjectFull: School environment
        Type: general
      – SubjectFull: Conservation of natural resources
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Teaching aids
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Food waste
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      – SubjectFull: Social theory
        Type: general
      – SubjectFull: New York (State)
        Type: general
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      – TitleFull: "WE LOST THE PLADO": Tracing privileged school literacies in one kindergarten classroom.
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            NameFull: Ferguson, Daniel E
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              M: 03
              Text: Mar2024
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              Y: 2024
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