Race, the senses, and the materials of writing practices
Mills, Kathy A. & Park, Ji Yong (2015) Race, the senses, and the materials of writing practices. In Turbill, J., Brock, C., & Barton, G. (Eds.) Teaching Writing in Today's Classrooms: Looking Back to Look Forward. Australian Literacy Educators' Association, Norwood, S.A., pp. 298-312.
The paper is a critical argument foregrounding race, the senses, and the materials of literacy practices. The author argues that counter-colonial literacies in the contemporary times require openly acknowledgement of the influences of white imperialism and racism in dominant schooling practices. The first concern is narrow conceptions of literacy and schooling that follow a white racial script, and which function as a form of historical reproduction, control, and privilege. The second is the need to acknowledge the need to rediscover the sensory nature of literacy practices that is intrinsic to many cultures, and which is transformed in human interactions with new digital forms of textual production. The final argument is the need to attend to the materiality of literacy practices, including the meanings connected to the material ecology. This principle is particularly relevant to Indigenous culture and experience, but likewise, to all digital environments where the materials of literacy practices are continually shifting.
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|Item Type:||Book Chapter|
|Keywords:||Race, Senses, Literacy, Materiality, Education, Literacy Practices, Cultural dimension, Pedagogy|
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 Authors and Publisher|
|Deposited On:||09 Aug 2015 23:20|
|Last Modified:||25 Nov 2016 15:01|
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