Agency and its role in the early literacy classroom has long been a topic for debate. While sociocultural accounts often portray the child as a cultural agent who negotiates their own participation in classroom culture and literacy learning, more recent framings draw attention from the individual subject, instead seeing agency as dispersed across people and materials. In this article I draw on my experiences of following children as they followed their interests in an early literacy classroom, drawing on the concepts of assemblage and people yet to come, as defined by Deleuze and Guattari and Spinoza’s common notion. I provide one illustrative account of moment-by-moment activity and suggest that in education settings it is useful to see activity as a direct and ongoing interplay of three dimensions: children’s moving bodies; the classroom; and its materials. I propose that children’s ongoing movements create possibilities for ‘doing’ and ‘being’ that flow across and between children. I argue that thinking with assemblage can draw attention to both the potentiality and the power dynamics inherent in the ongoing present and also counter preconceived notions of individual child agency and linear trajectories of literacy development, and the inequalities this these concepts can perpetuate within early education settings.

中文翻译：

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早期识字课堂中的能动性概念：组合和生产性交叉点

代理及其在早期识字课堂中的作用长期以来一直是一个争论的话题。虽然社会文化描述经常将孩子描绘成一个文化代理人，他们协商自己参与课堂文化和识字学习，但最近的框架将注意力从个人主题上吸引了注意力，而不是将代理视为分散在人和材料中。在这篇文章中，我借鉴了我在早期扫盲课堂中跟随孩子们关注他们的兴趣的经验，借鉴了德勒兹和加塔利以及斯宾诺莎的共同概念所定义的组合和未来人的概念。我提供了每时每刻活动的一个说明性说明，并建议在教育环境中将活动视为三个维度的直接和持续相互作用是有用的：儿童移动的身体；教室；及其材料。我建议儿童的持续运动为在儿童之间和儿童之间流动的“做”和“存在”创造了可能性。我认为，组合思维可以引起人们对当前当前固有的潜力和权力动态的关注，也可以对抗先入为主的个体儿童能动性和读写能力发展的线性轨迹的概念，以及这些概念在早期教育环境中可能延续的不平等.