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Sacred Encounters: Literacy Beyond Cardboard Words

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Sacred Encounters: Literacy Beyond Cardboard Words SACRED ENCOUNTERS: LITERACY BEYOND CARDBOARD WORDS by Kim Stewart Bachelor of Education, University of New Brunswick, 1987 Master of Education, University of New Brunswick, 2001 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate Academic Unit of Education Supervisor: Sherry Rose, PhD., Faculty of Education, UNB Examining Board: Pam Whitty, PhD., Faculty of Education, UNB Helen Massfeller, PhD., Faculty of Education, UNB David Creelman, PhD., Humanities and Languages, UNBSJ External Examiner: Stephanie Jones, PhD., College of Education, University of Georgia This dissertation is accepted by the Dean of Graduate Studies UNIVERSITY OF NEW BRUNSWICK September, 2020 ©Kim Stewart, 2020 ABSTRACT This dissertation is an autobiographical/narrative study of literacy encounters in home and school spaces. I search and re-search, visit and re-visit, examine and re- examine, specific narrative moments, collected artefacts, and personal journals through the posthumanist concepts of entanglements, materiality, muchness, and an infinity of touch. As the re-searcher, I consider the entanglements of my literate play within sacred literacy spaces as a child, educator, mother, curriculum developer, elementary school principal, literacy coordinator, and university instructor held in my heartmindbodytimespacematterings. My aim is to tease out literate pedagogies of possibilities, working toward a reconceptualization of literacy teaching/learning that engages educators in an appreciative study of literacy learning, one that values children’s and educators’ literate resources, their agencies, histories, and passionate engagements with a broad range of texts. I seek to understand how a broadened definition of texts evokes and provokes, energizes and anchors learners of all ages within ethico-onto-epistemological entanglements. The implication of my research is that each literate encounter I rewrite, reveals what is being produced as beings, materials, technologies, time, and space, intra- actively produced literacies and literate subjects. This re-search reveals how standardized practices risk silencing educators’ attention to the ethico-onto- epistemological entanglements essential to creating relationships, knowledges, worlds, and literacies. How might valuing the web of relations expand affirmative and creative possibilities for learners in classrooms? ii DEDICATION Dedicate this dissertation to children and families whose literacies are not acknowledged in schools. My grandfather, Colin Stewart (B.C.B.R.) made a life working with his hands as a carpenter, artist, gardener and writer. In his eighties, he said to me, “Some day, we should write a book.” That moment and his words never left my heartmindbody. Thirty years after he spoke those words, I dedicate this dissertation to him. Figure 1. Papa, 1926 (Stewart photo, 2019) iii ACKNOWLEDGEMENTS Entangled within the narratives of this re-search is the ‘touch’ of so many. To the students, educators, and families who I have learned with and from, thank you for sharing your literate worlds with me. To my committee: Dr. David Creelman thank for your question is writing about loss. This thought continues to linger within and beyond this dissertation. Dr. Helen Massfeller thank you for your close reading and challenging me to use my voice in academia. Dr. Stephanie Jones your detailed feedback and questions brought conceptual clarity to my re-search. Thank you hearing the complexities of working class literacies in my re- search. Dr. Pam Whitty thank you for making theoretical connections and hearing the term ‘heartmindbody’ in my re-search. Dr. Sherry Rose, my supervisor, thank you for staying with the messy entanglements of my re-search, for guided me intellectually and believing in my scholarly practitioner’s voice. You are the most courageous learner that I have ever met. Dr. Ann Sherman thank you for your leadership. Your vision and commitment to graduate students cultivated an intellectual community of support for myself, and many others. Candace Gallagher, Angela Tozer and Shari Smith-Ellis we have walked this path of graduate studies together. Our friendships and conversations have supported, challenged, and changed me forever. To my parent: Mom and Dad, whether I was five or fifty, you gave me the freedom to follow my “lines of flight” but you knew exactly when to add a dab of support as needed. I am so grateful that you are my parents, saving my childhood artefacts. To my family Jack, Sam and Brad Jack, thank you for teaching me that timespacemattering are entangled in every moment. Sam, thank you for sensing when I needed to hear, “Keep going Madre, you can do it!” Brad, your constant encouragement for me to take the road less traveled has guided me to this dissertation. This road has been easier to travel because of you. iv Table of Contents ABSTRACT .......................................................................................................................ii DEDICATION ................................................................................................................. iii ACKNOWLEDGEMENTS .............................................................................................. iv List of Figures ................................................................................................................. vii CHAPTER ONE: WHY THIS RESEARCH? ................................................................. 1 Schooling Rituals ...................................................................................................................... 1 Re-search Questions ................................................................................................................. 4 Introduction to the Re-search ................................................................................................. 4 Artefacts and Educational Encounters .................................................................................. 6 Narratives .................................................................................................................................. 8 Thinking with An Infinity of Touch ..................................................................................... 10 Re-search Goals ...................................................................................................................... 12 Mapping the Dissertation ...................................................................................................... 15 CHAPTER TWO: RELATIONAL ENTANGLEMENTS THAT SHAPE MY LITERATE BEING ........................................................................................................ 18 Home Literacies ...................................................................................................................... 18 The Gift of a Cardboard Box of Novels................................................................................ 25 A Family of Storytellers ......................................................................................................... 27 “Someday We Will Write a Book Together.” ...................................................................... 28 Entanglements of a Different Kind: Limiting Children’s Literacies................................. 30 Leveling Books and Children ................................................................................................ 31 Measurement Comes Home................................................................................................... 33 CHAPTER THREE: ENCOUNTERS WITH LITERATURE RESEARCH ............... 36 Professional-Scholarly Texts ................................................................................................. 36 Children’s Literature ............................................................................................................. 39 Scholarly Texts ....................................................................................................................... 40 Provincial Landscape of Literacies ....................................................................................... 42 Autonomous Model of Literacy ............................................................................................ 45 Social Cultural Model of Literacy ........................................................................................ 51 Home Literacies ...................................................................................................................... 53 Multimodal Literacies ............................................................................................................ 55 Social Justice ........................................................................................................................... 58 CHAPTER FOUR: Methodologies: A Dance of Cross-Pollination ............................. 62 v A Dance of Cross-Pollination ................................................................................................ 62 Methodology of the Heart ...................................................................................................... 65 Autobiographical/Artefactual Narrative Inquiry ............................................................... 65 Composing Data ..................................................................................................................... 75 Thinking with Entanglements, Materiality, Touch, Muchness .........................................
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