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We think with several theoretical concepts from Jacques Derrida (defer, différance, deconstruction, and trace), in order to better understand how the processes of children, materials, and a teacher (re)defined and (re)imagined writing when they began to compose with a range of tools as writers in a second grade (7-to 8-yearolds) Writers' Studio. We share two literacy desirings: (1) Cotton Ball Bird and (2) Paper Monsters. Thinking with Derrida's theory is important, as it causes us to examine the processes of literacies coming into being, not solely the end products or artifacts of literacy nor simply a focus on knowledge or meaning-making. Derrida's theory is about the now, the current realities and relationships produced and provides inspiration for how educators can work with children (and materials, time, and space) to create new ways of be(com)ing/doing/knowing literacies.

Drawing upon the methodological approach of thinking with theory and the theory of the wake, this article details the process of teaching and learning about race and racism with first graders and their responses to the picturebook, Let the Children March. The theoretical concept of the weather and the corresponding theoretical strand of ethical viewing and reading practices are brought together with children’s drawings and verbal responses to think with the analytical question of: what kinds of ethical viewing and reading practices can be employed and enacted with young children to engage them in racial justice and social change? The discussion and implications highlight three key insights for literacy research and practice: student agency and choice, the capability of young children, and how to approach topics of race and racism with young children with thoughtfulness. This article advances work on the teaching and learning of topics of race, racism, and antiblackness in literacy research with young people.

This article responds to the query “what do intra-active pedagogies produce?” Our experiences with intra-active pedagogies produced a productive flux for us, two graduate students. Although being with this flux was welcome with/in these intra-active pedagogies, with/in other spaces(s) it was unwelcome. Through thinking with theory and writing, we produced new concepts to stay with the flux in our becomings (post-)qualitative scholars: We produced pedagogies of sustainment (POSt). (Re)Presenting three POSt concepts we invite those who teach, learn, and participate in qualitative research courses to consider the ethics of intra-active pedagogies and what emerges and diffracts through the becomings of scholars.

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