Mapping Territories and Creating Nomadic Pathways with Multiple Literacies Theory

Diana Masny, Monica Waterhouse

Abstract


This article foregrounds Multiple Literacies Theory (MLT) positioned from a deleuzianguattarian perspective. It is a literacy paradigm different from prevailing territories such as New Literacy Studies and Multiliteracies. MLT deterrritorializes familiar literacy theorizing and is a complementary theoretical experiment to those conducted by curriculum theorists working with poststructuralist perspectives and complexity theory. It accompanies a deleuzianguattarian philosophy as a nonphilosophy for thinking about problems that present themselves in the world.  In this case, we deploy MLT to create nomadic pathways as we consider vignettes from a research study on a child acquiring multiple writing systems simultaneously. The vignettes illustrate what literacies produce and how they function through the lens of MLT. MLT proposes that from the effect of investment in reading, reading the world, and self, a reader is formed and transformed in a process of becoming Other.

 


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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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