Joy Amid Ruin: More-than-human Literacies for Survival
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| Titel: | Joy Amid Ruin: More-than-human Literacies for Survival |
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| Autoren: | Waliszewska, Aleksandra |
| Quelle: | Language and Literacy. 27:175-193 |
| Verlagsinformationen: | University of Alberta Libraries, 2025. |
| Publikationsjahr: | 2025 |
| Schlagwörter: | posthuman, autobiographical narrative inquiry, climate education, more-than-human literacies |
| Beschreibung: | In this paper, I reflect on the past decade as an educator and graduate student to highlight the joy that accompanied my shifting understanding of literacy. I conducted an autobiographical narrative inquiry and used selections from blog entries and graduate coursework in order to reflect on my “moments of turning”. I begin with a logocentric understanding of literacy as a white settler in two Indigenous communities, but over time embrace a multimodal, embodied, emergent, place-based, and more-than-human conception of literacies within a context of the climate and nature emergency. This conception learns from and with Indigenous ways of knowing rooted in ecology, relationships, and the land. I argue that this understanding of literacies brings joy and opens possibilities in a precarious world. |
| Publikationsart: | Article |
| ISSN: | 1496-0974 |
| DOI: | 10.20360/langandlit29761 |
| Zugangs-URL: | https://id.erudit.org/iderudit/1120357ar https://doi.org/10.20360/langandlit29761 |
| Rights: | CC BY |
| Dokumentencode: | edsair.doi.dedup.....95e9fb02b870afbb9aac9f7e57e781aa |
| Datenbank: | OpenAIRE |
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Nájsť tento článok vo Web of Science | Abstract: | In this paper, I reflect on the past decade as an educator and graduate student to highlight the joy that accompanied my shifting understanding of literacy. I conducted an autobiographical narrative inquiry and used selections from blog entries and graduate coursework in order to reflect on my “moments of turning”. I begin with a logocentric understanding of literacy as a white settler in two Indigenous communities, but over time embrace a multimodal, embodied, emergent, place-based, and more-than-human conception of literacies within a context of the climate and nature emergency. This conception learns from and with Indigenous ways of knowing rooted in ecology, relationships, and the land. I argue that this understanding of literacies brings joy and opens possibilities in a precarious world. |
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| ISSN: | 14960974 |
| DOI: | 10.20360/langandlit29761 |