In response to the guest editors’ call to attend to literacy and language as bodily practices and to (re)think social inequality in young children’s literacies, we read a couple of publications by Rosi Braidotti, Maggie MacLure, Nathan Snaza, Sarah Truman and Karin Murris (and others) in relation to a personal narrative gameboard coming to be in a second-grade Writers’ Studio. We also engage in (re)etymologizing the words intervene and inequality. (Re)etymologizing is an enquiry practice of searching for the meanings and origins of words not in an effort to know the words, find their true meaning(s), or to nail-down the definitions, but rather in an effort to unmake the words and think differently. Through these musings, writings and thinkings, we explore the question posed by the guest editors: How can we think literacy otherwise? In doing so, we offer invitations and questions for the reader to ponder related to the ethics and justice orientation of poststructural and posthumanist theories and what they have to offer early childhood literacies.

中文翻译：

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（重新）通过（重新）词源化干预和不平等，将儿童视为完全（不）人类和识字的人

为响应客座编辑关于将识字和语言作为身体实践并（重新）思考幼儿识字方面的社会不平等的呼吁，我们阅读了 Rosi Braidotti、Maggie MacLure、Nathan Snaza、Sarah Truman 和 Karin 的几本出版物Murris（和其他人）关于即将进入二年级作家工作室的个人叙事游戏板。我们还参与（重新）词源化干预和不平等这两个词。（重新）词源化是一种寻找词的含义和起源的探究实践，不是为了了解词，找到它们的真正含义或确定定义，而是为了消除用不同的方式思考。通过这些沉思、写作和思考，我们探讨了客座编辑提出的问题：否则我们如何看待读写能力？在这样做，