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Bubbles of becomings: From located investment to placemaking practices of engagement in the language classroom

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Based on data from a ten-year study of literacy and linguistic diversity in the classroom, in this article we examine the intersection of investment and placemaking through an analysis of a student’s emergent engagement practices in a teaching unit about writing blogs. Drawing on recent work on spatiality in literacy studies, we trace the evolving movements in the student’s changing relationship with the classroom as a literacy learning place. Our analysis shows how the shifting relationships between the human beings, the classroom objects and the various semiotic resources create a learning place that allows the student to explore the possibilities for entangling herself in the text-making process through embodied and affective engagements in the text classroom practices. Based on this analysis, we suggest a parallel shift of emphasis from a focus of located investment toward a focus on placemaking practices of engagement in order to capture the unpredictable and affectively loaded bubbles of becomings that are part of all classroom practices.

Original languageEnglish
JournalLanguage and Education
Volume34
Issue6
Pages (from-to)566-582
Number of pages17
ISSN0950-0782
DOIs
Publication statusPublished - Dec 2020

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