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'Éclosions' in Literacy Research: Rereading Brandt and Clinton's 'Limits of the Local'

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Title: 'Éclosions' in Literacy Research: Rereading Brandt and Clinton's 'Limits of the Local'
Language: English
Authors: Ferguson, Daniel E. (ORCID 0000-0001-7646-9831), Lemieux, Amélie
Source: Journal of Literacy Research. Jun 2022 54(2):208-215.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2022
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Research, Educational Theories, Literacy, Models, Social Environment, COVID-19, Pandemics, Global Approach, Preservice Teachers, Local Norms, Context Effect
DOI: 10.1177/1086296X221096671
ISSN: 1086-296X
Abstract: In processing the impact of the pandemic amidst other global crises, we found rereading Brandt and Clinton's "The Limits of the Local" article, published 20 years ago next year, to offer much, both theoretically and practically. Written within its own tumultuous time, according to its editors, it argues for transcontextualizing accounts of literacy and employing thingness as a means to subvert local/global dichotomies in literacy studies. In this essay, we reflect on this work 20 years later, and propose an extension of Brandt and Clinton's transcontextualizing perspective through an affirmative ontology of "éclosion." We hope this actualization will provide an orientation for furthering transcontextual literacy studies that meet the urgency of our own tumultuous times.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1341971
Database: ERIC
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  Data: In processing the impact of the pandemic amidst other global crises, we found rereading Brandt and Clinton's "The Limits of the Local" article, published 20 years ago next year, to offer much, both theoretically and practically. Written within its own tumultuous time, according to its editors, it argues for transcontextualizing accounts of literacy and employing thingness as a means to subvert local/global dichotomies in literacy studies. In this essay, we reflect on this work 20 years later, and propose an extension of Brandt and Clinton's transcontextualizing perspective through an affirmative ontology of "éclosion." We hope this actualization will provide an orientation for furthering transcontextual literacy studies that meet the urgency of our own tumultuous times.
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