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Cartographies of voice: Children's multimodal literacies, agency, and identity in public pedagogy.

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Title: Cartographies of voice: Children's multimodal literacies, agency, and identity in public pedagogy.
Authors: Burke, Anne1 (AUTHOR) amburke@mun.ca, Boison, Benjamin1 (AUTHOR)
Source: Journal of Early Childhood Literacy. Dec2025, Vol. 25 Issue 4, p1073-1093. 21p.
Subject Terms: *School environment, *Intellect, *Group identity, *Psychology of teachers, *Elementary schools, *Psychology of school children, *Culture, *Teaching methods, *Attitude (Psychology), *Family attitudes, *Research methodology, *Body language, *Student attitudes, *Literacy, *Case studies, *Children, Families & psychology, Art, Sense of agency, Research funding, Interviewing, Field notes (Science), Photography, Thematic analysis, Exhibitions, Data analysis software, Video recording, Patient participation
Geographic Terms: Newfoundland & Labrador
Abstract: This study explores how mapmaking, as an arts-based and culturally responsive pedagogical practice, supports young children's voice, agency, and identity construction within classroom and public gallery contexts. We focus on 22 children (ages 6–7) in the early years of primary school, situated within the early childhood education life phase, whose multimodal mapping activities culminated in a curated exhibition at The Rooms —Newfoundland and Labrador's provincial art gallery. Data included video transcripts of children's narrative map sharing, teacher interviews, and field observations. Using reflexive thematic analysis informed by sociomaterial and multimodal literacy frameworks, we found that children's maps functioned as cultural texts, expressing personal geographies through images, spatial arrangement, gesture and narration. Public exhibition recontextualized these artifacts as civic texts, validating children's knowledge and affirming cultural identities—particularly for newcomer families. This study contributes to early childhood literacies and public pedagogy scholarship, illustrating how gallery curation can foster cultural affirmation, relational pedagogy, and civic participation within early education. [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
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Cartographies of voice: Children's multimodal literacies, agency, and identity in public pedagogy.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Childhood+Literacy%22">Journal of Early Childhood Literacy</searchLink>. Dec2025, Vol. 25 Issue 4, p1073-1093. 21p.
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  Data: This study explores how mapmaking, as an arts-based and culturally responsive pedagogical practice, supports young children's voice, agency, and identity construction within classroom and public gallery contexts. We focus on 22 children (ages 6–7) in the early years of primary school, situated within the early childhood education life phase, whose multimodal mapping activities culminated in a curated exhibition at The Rooms —Newfoundland and Labrador's provincial art gallery. Data included video transcripts of children's narrative map sharing, teacher interviews, and field observations. Using reflexive thematic analysis informed by sociomaterial and multimodal literacy frameworks, we found that children's maps functioned as cultural texts, expressing personal geographies through images, spatial arrangement, gesture and narration. Public exhibition recontextualized these artifacts as civic texts, validating children's knowledge and affirming cultural identities—particularly for newcomer families. This study contributes to early childhood literacies and public pedagogy scholarship, illustrating how gallery curation can foster cultural affirmation, relational pedagogy, and civic participation within early education. [ABSTRACT FROM AUTHOR]
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  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=189688096
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1177/14687984251380969
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 21
        StartPage: 1073
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Group identity
        Type: general
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Psychology of school children
        Type: general
      – SubjectFull: Culture
        Type: general
      – SubjectFull: Teaching methods
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      – SubjectFull: Attitude (Psychology)
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      – SubjectFull: Family attitudes
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      – SubjectFull: Research methodology
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      – SubjectFull: Body language
        Type: general
      – SubjectFull: Student attitudes
        Type: general
      – SubjectFull: Literacy
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      – SubjectFull: Case studies
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Families & psychology
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      – SubjectFull: Art
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      – SubjectFull: Sense of agency
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      – SubjectFull: Field notes (Science)
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      – SubjectFull: Photography
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      – SubjectFull: Thematic analysis
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      – SubjectFull: Exhibitions
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      – SubjectFull: Data analysis software
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      – SubjectFull: Video recording
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      – SubjectFull: Patient participation
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      – SubjectFull: Newfoundland & Labrador
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    Titles:
      – TitleFull: Cartographies of voice: Children's multimodal literacies, agency, and identity in public pedagogy.
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            NameFull: Burke, Anne
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              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
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