View in EDS

Socio-Material Assemblages: (De)Colonizing Literacy Curriculum in Transnational Education

Saved in:
Bibliographic Details
Title: Socio-Material Assemblages: (De)Colonizing Literacy Curriculum in Transnational Education
Language: English
Authors: Zheng Zhang (ORCID 0000-0002-5794-0664)
Source: Language Teaching Research. 2025 29(7):2857-2879.
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: https://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Elementary Secondary Education, Literacy Education, English, Mandarin Chinese, Decolonization, International Schools, Modern Language Curriculum, Technology Uses in Education, Native Language Instruction, Second Language Instruction, English (Second Language)
Geographic Terms: Canada, Hong Kong
DOI: 10.1177/13621688221127406
ISSN: 1362-1688
1477-0954
Abstract: Recent decades have witnessed rapid growth of K-12 transnational education programs, but little is known about how human/nonhuman assemblages impact K-12 transnational literacy curricula and how sociomaterial assemblages affect (de)colonizing literacy practices. This study of English and Mandarin literacy curricula at a Canadian transnational education program in postcolonial Hong Kong was informed by posthumanism and theories on decolonizing curriculum. The study combined ethnographic data collection tools (curriculum documents, interviews, classroom observations) and a diffractive methodology of reading, thinking, and writing with multiple data sources and theories to explore how sociomaterial relations between humans and nonhumans shaped the (de)colonization of literacy curricula. Findings show a generative sociomaterial assemblage in the transnational education program that enabled encounters of local-global curricula, local-global languages, and academic-multimedia literacies. New forms of imperialism and colonialism also joined the assemblage and normalized binaries of L1/L2, local/global, and academic/multimedia literacies, thus constraining students' meaning making across languages, places, and semiotic resources. The article proposes literacy curriculum and pedagogies that could foster students' ethical relationship building with humans and nonhumans in globalized schooling contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482049
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1482049
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Socio-Material Assemblages: (De)Colonizing Literacy Curriculum in Transnational Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Zheng+Zhang%22">Zheng Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5794-0664">0000-0002-5794-0664</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2025 29(7):2857-2879.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Mandarin+Chinese%22">Mandarin Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22International+Schools%22">International Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Modern+Language+Curriculum%22">Modern Language Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language+Instruction%22">Native Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink><br /><searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/13621688221127406
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recent decades have witnessed rapid growth of K-12 transnational education programs, but little is known about how human/nonhuman assemblages impact K-12 transnational literacy curricula and how sociomaterial assemblages affect (de)colonizing literacy practices. This study of English and Mandarin literacy curricula at a Canadian transnational education program in postcolonial Hong Kong was informed by posthumanism and theories on decolonizing curriculum. The study combined ethnographic data collection tools (curriculum documents, interviews, classroom observations) and a diffractive methodology of reading, thinking, and writing with multiple data sources and theories to explore how sociomaterial relations between humans and nonhumans shaped the (de)colonization of literacy curricula. Findings show a generative sociomaterial assemblage in the transnational education program that enabled encounters of local-global curricula, local-global languages, and academic-multimedia literacies. New forms of imperialism and colonialism also joined the assemblage and normalized binaries of L1/L2, local/global, and academic/multimedia literacies, thus constraining students' meaning making across languages, places, and semiotic resources. The article proposes literacy curriculum and pedagogies that could foster students' ethical relationship building with humans and nonhumans in globalized schooling contexts.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1482049
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1482049
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/13621688221127406
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 2857
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: English
        Type: general
      – SubjectFull: Mandarin Chinese
        Type: general
      – SubjectFull: Decolonization
        Type: general
      – SubjectFull: International Schools
        Type: general
      – SubjectFull: Modern Language Curriculum
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Native Language Instruction
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Canada
        Type: general
      – SubjectFull: Hong Kong
        Type: general
    Titles:
      – TitleFull: Socio-Material Assemblages: (De)Colonizing Literacy Curriculum in Transnational Education
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Zheng Zhang
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1362-1688
            – Type: issn-electronic
              Value: 1477-0954
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Language Teaching Research
              Type: main
ResultId 1