{"id":762,"date":"2022-02-09T11:40:16","date_gmt":"2022-02-09T11:40:16","guid":{"rendered":"https:\/\/literacies.cica.es\/?p=762"},"modified":"2022-09-08T23:47:14","modified_gmt":"2022-09-08T23:47:14","slug":"archivo-seminario-post-philosophies-and-the-doing-of-inquiry-in-literacies-education-25-01-2022","status":"publish","type":"post","link":"https:\/\/literacies.cica.es\/en\/archivo-seminario-post-philosophies-and-the-doing-of-inquiry-in-literacies-education-25-01-2022\/","title":{"rendered":"Seminar Archive \u00abPost Philosophies and the Doing of Inquiry in Literacies Education\u00bb (25\/01\/2022)"},"content":{"rendered":"<div class=\"wp-block-image\"><figure class=\"alignleft size-large is-resized\"><img loading=\"lazy\" src=\"https:\/\/literacies.cica.es\/wp-content\/uploads\/2022\/01\/cartel-Candance-Ruby-724x1024.jpg\" alt=\"\" class=\"wp-image-745\" width=\"362\" height=\"512\" srcset=\"https:\/\/literacies.cica.es\/wp-content\/uploads\/2022\/01\/cartel-Candance-Ruby-724x1024.jpg 724w, https:\/\/literacies.cica.es\/wp-content\/uploads\/2022\/01\/cartel-Candance-Ruby-212x300.jpg 212w, https:\/\/literacies.cica.es\/wp-content\/uploads\/2022\/01\/cartel-Candance-Ruby-768x1087.jpg 768w, https:\/\/literacies.cica.es\/wp-content\/uploads\/2022\/01\/cartel-Candance-Ruby-1086x1536.jpg 1086w, https:\/\/literacies.cica.es\/wp-content\/uploads\/2022\/01\/cartel-Candance-Ruby-8x12.jpg 8w, https:\/\/literacies.cica.es\/wp-content\/uploads\/2022\/01\/cartel-Candance-Ruby.jpg 1169w\" sizes=\"(max-width: 362px) 100vw, 362px\" \/><\/figure><\/div>\n\n\n\n<p>En este seminario, la Dra. Kuby analiz\u00f3 c\u00f3mo las post filosof\u00edas han inspirado sus pr\u00e1cticas pedag\u00f3gicas con ni\u00f1os. La Dra. Kuby lleva desde 2010 investigando en sus aulas de preescolar (1\u00ba, 2\u00ba y 5\u00ba grado, sistema brit\u00e1nico) en colaboraci\u00f3n con la maestra Tara Gutshall Rucker. Juntas conceptualizaron el deseo de alfabetizaci\u00f3n como una forma de pensar sobre el futuro de las alfabetizaciones, inspir\u00e1ndose en las \u00abnuevas\u00bb teor\u00edas materialistas postestructural, posthumanista y feminista. Su libro, <em>Go be a writer!: Expanding the curricularlines of literacy learning with children (2016, Teachers College Press)<\/em>, she narrates her research on theories and literacies.<\/p>\n\n\n\n<p><strong>Seminar structure:<\/strong><\/p>\n\n\n\n<ul><li>Descripci\u00f3n general de la investigaci\u00f3n, beca actual de la doctora Kuby.<ul><li>Collaboration with Professor Tara Gutshall Rucker<\/li><\/ul><\/li><li><em>Go Be a Writer!<\/em> Book and conceptualization of the desire for literacy<\/li><li>Break<\/li><\/ul>\n\n\n\n<p><strong>Recommended readings:<\/strong><\/p>\n\n\n\n<ul><li><em>Posthuman theory as a tool to explore literacy desirings: Sara-Taylor-iPad-Book becoming in Writers\u2019 Studio<\/em><ul><li>Kuby, C.R., &amp; Gutshall Rucker, T.&nbsp; (2020)<\/li><\/ul><ul><li>In O. Erstad, R. Flewitt, B. K\u00fcemmerling-Meibauer, &amp; \u00cd.S. Pires Pereira (Eds.). The Routledge Handbook of Digital Literacies in Early Childhood. (pp. 242-254). New York, NY: Routledge<\/li><\/ul><\/li><\/ul>\n\n\n\n<ul><li><em>(Re)Thinking children as fully (in)human and literacies as otherwise through (re)etymologizing intervene and inequality<\/em><ul><li>Kuby, C.R., &amp; Gutshall Rucker, T. (2020)<\/li><\/ul><ul><li>Journal of Early Childhood Literacy, 20(1), 13-43<\/li><\/ul><\/li><\/ul>\n\n\n\n<ul><li>(Re)imagining multiliteracies research practices with post qualitative inquiry<ul><li>Kuby, C.R. (2019)<\/li><\/ul><ul><li>In N. Kucirkova, J. Rowsell, &amp; G. Fallon. (Eds.). The Routledge International Handbook of Learning with Technology in Early Childhood. (pp. 127-142). New York, NY: Routledge<\/li><\/ul><\/li><\/ul>\n\n\n\n<p><strong>Trayectoria de la Dr. Kuby:<\/strong><\/p>\n\n\n\n<ul><li><em>Critical Literacy in the Early Childhood Classroom (Libro)<\/em><ul><li>Ph.D. in Literacy, Culture, and Language Education (including areas of study in politics and critical thinking) from Indiana University<\/li><\/ul><ul><li>Study conducted with 5- and 6-year-olds from a summer program where Dr. Kuby was a teacher, in Alabama.<\/li><\/ul><ul><li>Escritura autoetnogr\u00e1fica combinada con decisiones pedag\u00f3gicas sobre el poder, la posicionalidad y el privilegio (por ejemplo, relacionadas con el movimiento de los derechos civiles en Alabama)<\/li><\/ul><\/li><\/ul>\n\n\n\n<ul><li><em>Disrupting Qualitative Inquiry (Libro)<\/em><ul><li>Collection edited with Peter Lang Publisher<\/li><\/ul><ul><li>Use of unconventional and disruptive methodologies.<\/li><\/ul><ul><li>Discussion of the policies involved in conducting consultations in the academic world.<\/li><\/ul><\/li><\/ul>\n\n\n\n<ul><li>Libro <em>Go be a writer!<\/em><ul><li>Conceptualizaci\u00f3n del deseo de alfabetizaci\u00f3n<\/li><\/ul><ul><li>Basado en conceptos postestructurales y posthumanistas.<\/li><\/ul><\/li><\/ul>\n\n\n\n<ul><li>Lirbo <em>Posthumanism and Literacy Education<\/em><ul><li>Colecci\u00f3n editada con Routledge<\/li><\/ul><ul><li>Invitaciones abiertas y espacios divertidos e ingeniosos<\/li><\/ul><\/li><\/ul>\n\n\n\n<ul><li>Libro <em>Speculative Pedagogies of Qualitative Inquiry<\/em><\/li><\/ul>\n\n\n\n<p><strong>What is the desire for literacy?<\/strong><\/p>\n\n\n\n<p>El deseo de acceder a procesos de alfabetizaci\u00f3n (el devenir de artefactos tales como libros, pel\u00edculas, obras de teatro, modelos tridimensionales, murales, t\u00edteres, etc.) y enfatizar las formas fluidas, a veces no intencionales, ilimitadas y rizom\u00e1ticas a trav\u00e9s de las cuales surgen los artefactos multimodales. intra-acciones con humanos y no humanos (es decir, tiempo, espacio, materiales, ambiente).<\/p>\n\n\n\n<p>The desire for literacy is geared towards the present (ever-changing) needs, wants, and demands of learners with non-humans, but also potential users of literacy artifacts in mind (Kuby &amp; Gutshall Rucker, 2016, p. 4).<\/p>\n\n\n\n<p><strong>Thinking with 8 concepts of post-philosophical inspiration<\/strong><\/p>\n\n\n\n<ul><li>Rhizomes and flight lines<\/li><li>Desire assemblies<\/li><li>Smooth and striated spaces<\/li><li>Silences or absent presence<\/li><li>Interactivity<\/li><li>Agency enacted<\/li><li>Interlacing<\/li><li><em>Becoming<\/em><\/li><\/ul>\n\n\n\n<p><strong>Prospects of<\/strong> <strong><em>Go Be a writer!&nbsp;<\/em><\/strong><\/p>\n\n\n\n<ul><li>Theory-Methodology-Pedagogy (mutually constitutive relationships)<\/li><li>Time, space, materials, trust and permission<\/li><li>Ethics-onto-epistemology (know\/be\/do)<\/li><li>Planning to be flexible<\/li><li>\u00bfQu\u00e9 es la alfabetizaci\u00f3n? (cuestiones ontol\u00f3gicas ligadas a la \u00e9tica y la justicia)<\/li><li>(Re)presentation: playful\/artistic transcriptions<\/li><li>Rhizomatic writing processes<\/li><\/ul>\n\n\n\n<p><strong>Reflections on Barad's (2003) article on performativity<\/strong><\/p>\n\n\n\n<ul><li>Intra-action<\/li><li>Interlacing<\/li><li>material-discursive<\/li><li>Agency cuts<\/li><li>(Re)configuration of the study topics<\/li><li>Unpredictable relationships<\/li><li>Bodily apparatus and active agency<\/li><li>Become (tripod, video) together<\/li><\/ul>\n\n\n\n<p><strong>(Re)pensar a los ni\u00f1os como totalmente (in)humanos y las alfabetizaciones de otra manera a trav\u00e9s de la (re)etimolog\u00eda<\/strong><\/p>\n\n\n\n<ul><li>Adam's personal narrative board<\/li><li>Identity=subjectivity?<\/li><li>(Re)etymologizing words: intervention and inequality<\/li><li>Thinking literacies differently<\/li><li>Literacies as everyday mundane<\/li><li>Literacies as perpetuators of inequalities<\/li><li>Literacies: Making meaning?<\/li><li>Representation? And\/or something else?<\/li><li>Animated literacies not yet known<\/li><\/ul>\n\n\n\n<p><strong>Post-qualitative research: assumptions and what makes them (un)thinkable and\/or (im)possible for research<\/strong><\/p>\n\n\n\n<ul><li>New empiricism and resistant binaries<\/li><li>Work with non-representational logic<\/li><li>Subjectivity as assembly and\/or interweaving<\/li><li>Ethical-onto-epistemology (relational view of the world that becomes)<\/li><\/ul>\n\n\n\n<p><strong>Research as becoming-with:<\/strong><\/p>\n\n\n\n<ul><li><em>Thinking with theory<\/em> (Jackson &amp; Mazzei)<\/li><li>To think is to experience (Deleuze &amp; Guattari)<\/li><li>Concept creation (D&amp;G)<\/li><li><em>Diffracting<\/em> (Barad)<\/li><\/ul>\n\n\n\n<p><strong>Persistent queries and current thinking\u2026<\/strong><\/p>\n\n\n\n<ul><li>Ethical-onto-epistemological nature of literacies<\/li><li>Intersections of 'new' feminist materialisms, indigenous writers, black feminist scholars, and other thought-provoking perspectives<\/li><li>Binary logics: what do they produce for literacies, schools and children?<\/li><li>Educational invitations in schools (PK-12 and higher education)<\/li><li>La investigaci\u00f3n inspirada en posfilosof\u00edas<\/li><li>Routledge book series<\/li><\/ul>\n\n\n\n<p><strong>Collective thinking<\/strong><\/p>\n\n\n\n<ul><li>Write\/draw some concepts, words, phrases<\/li><li>Links to your research queries<\/li><li>Discussion<\/li><\/ul>\n\n\n\n<p>The seminar, organized by the LITERACIES research group, was open and attended by members of the MATILDA team (members of the LITERACIES research group) and several students.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-full is-resized\"><img loading=\"lazy\" src=\"https:\/\/literacies.cica.es\/wp-content\/uploads\/2021\/04\/pegatina-proyecto-feder.jpg\" alt=\"\" class=\"wp-image-414\" width=\"236\" height=\"77\" srcset=\"https:\/\/literacies.cica.es\/wp-content\/uploads\/2021\/04\/pegatina-proyecto-feder.jpg 471w, https:\/\/literacies.cica.es\/wp-content\/uploads\/2021\/04\/pegatina-proyecto-feder-300x98.jpg 300w\" sizes=\"(max-width: 236px) 100vw, 236px\" \/><\/figure><\/div>","protected":false},"excerpt":{"rendered":"<p>En este seminario, la Dra. Kuby analiz\u00f3 c\u00f3mo las post filosof\u00edas han inspirado sus pr\u00e1cticas pedag\u00f3gicas con ni\u00f1os. La Dra. Kuby lleva desde 2010 investigando en sus aulas de preescolar (1\u00ba, 2\u00ba y 5\u00ba grado, sistema brit\u00e1nico) en colaboraci\u00f3n con la maestra Tara Gutshall Rucker. Juntas conceptualizaron el deseo de &hellip;<\/p>","protected":false},"author":4,"featured_media":746,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2,5],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v15.6.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Archivo Seminario \u00abPost Philosophies and the Doing of Inquiry in Literacies Education\u00bb (25\/01\/2022) - LITERACIES<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/literacies.cica.es\/en\/archivo-seminario-post-philosophies-and-the-doing-of-inquiry-in-literacies-education-25-01-2022\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Archivo Seminario \u00abPost Philosophies and the Doing of Inquiry in Literacies Education\u00bb (25\/01\/2022) - LITERACIES\" \/>\n<meta property=\"og:description\" content=\"En este seminario, la Dra. Kuby analiz\u00f3 c\u00f3mo las post filosof\u00edas han inspirado sus pr\u00e1cticas pedag\u00f3gicas con ni\u00f1os. La Dra. Kuby lleva desde 2010 investigando en sus aulas de preescolar (1\u00ba, 2\u00ba y 5\u00ba grado, sistema brit\u00e1nico) en colaboraci\u00f3n con la maestra Tara Gutshall Rucker. 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