2017
DOI: 10.1177/1468798417712340
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The matter of the stick: Storying/(re)storying children’s literacies in the forest

Abstract: Children's intra-actions with the natural world offer an important lens to revisit notions of literacies. They allow for a decentring of humans – here children – as actors. Also, forest schools and nature-based learning programmes are increasingly erupting across North America, although more commonplace in Europe for a longer period. In this presentation of our research, we feature a storying/(re)storying of data from a yearlong research study of children's entanglements with the forest as a more-than-human wo… Show more

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Cited by 38 publications
(22 citation statements)
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“…A clapping stick discarded does not lie for long before being claimed by a child again, a drum left unattended is quickly repossessed, and the sound endures uninterrupted, generating the vibration and resonance felt by all. Harwood and Collier (2017) argue that moving away from a human-centric reading of the world means ‘viewing relations within a material turn’ (339) in ‘a process that is mutually interdependent and intertwined’ (338), rather than privileging the human in these encounters. Everything, even an instrument lying on the ground, is a ‘performative agent’ (338) with the capacity to impact on other entities.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…A clapping stick discarded does not lie for long before being claimed by a child again, a drum left unattended is quickly repossessed, and the sound endures uninterrupted, generating the vibration and resonance felt by all. Harwood and Collier (2017) argue that moving away from a human-centric reading of the world means ‘viewing relations within a material turn’ (339) in ‘a process that is mutually interdependent and intertwined’ (338), rather than privileging the human in these encounters. Everything, even an instrument lying on the ground, is a ‘performative agent’ (338) with the capacity to impact on other entities.…”
Section: Discussionmentioning
confidence: 99%
“…Whilst acknowledging established literacy learning practices, a posthumanist perspective challenges the expected and focuses instead on ‘departures from the expected’ and on ‘notions of becoming’ (Kuby and Vaughn, 2015: 438), a concept drawn from the work of Deleuze and Guattari (1987). Thinking in this way and embracing such ‘entanglements help[s] highlight the playful improvisational literacy assemblages and intra-actions that unfold’ (Harwood and Collier, 2017: 347). We want to extend the conversation about being in the more-than-human world by suggesting that sound (which includes resonance and vibration) is the ‘lesser known modal resource’ (Wargo, 2017) and a material force, that intra-acts with child(ren) and matter(s) to give rise to something new, where each constituent implicates others and is simultaneously implicated by those others in a simultaneous process of be(com)ing.…”
Section: Introductionmentioning
confidence: 99%
“…In this paper, I focus on the data collected from the third year of the study, recognizing fully that children's experiences and educators' pedagogies have transformed over time. Moreover, the methodological approaches educed by this long-term foray into the woods are fluid as the goal of post-era research is to unsettle the usual foci and allow for something new to emerge (Harwood & Collier, 2017;Harwood & Collier, 2019).…”
Section: Methods and Analysismentioning
confidence: 99%
“…As we explored earlier, the recent insertion of posthumanism in to literacy studies (see e.g. Harwood and Collier, 2017;Wargo, 2017 andHackett andSomerville, 2017) has made two important contributions: first, it has explained how deficit discourses are themselves sustained through sociomaterial relations; and second, it has exposed the inadequacy of deficit perspectives by presenting alternative accounts. Our contribution here is to suggest that holding together these two perspectivesand moreis important if we are to engage in questions of social justice in ways that acknowledge the complexity and multiplicity of what goes on in educational settings, if we are to continue to probe questions of ethics, and if we are to intervene in ways that work to disrupt the practices we set out to critique.…”
Section: Staying With Multiplicitymentioning
confidence: 99%