Abstract

Based on data from a ten-year study of literacy and linguistic diversity in the classroom, in this article we examine the intersection of investment and placemaking through an analysis of a student’s emergent engagement practices in a teaching unit about writing blogs. Drawing on recent work on spatiality in literacy studies, we trace the evolving movements in the student’s changing relationship with the classroom as a literacy learning place. Our analysis shows how the shifting relationships between the human beings, the classroom objects and the various semiotic resources create a learning place that allows the student to explore the possibilities for entangling herself in the text-making process through embodied and affective engagements in the text classroom practices. Based on this analysis, we suggest a parallel shift of emphasis from a focus of located investment toward a focus on placemaking practices of engagement in order to capture the unpredictable and affectively loaded bubbles of becomings that are part of all classroom practices.

摘要

根据十年来对教室的读写能力和语言多样性的研究数据，在本文中，我们通过分析学生在教学单元中关于撰写博客的紧急参与实践，来研究投资与场所营造的交集。借助最近关于扫盲研究中的空间性的工作，我们追踪了学生与作为扫盲学习场所的教室之间不断变化的关系中不断变化的运动。我们的分析表明，人类，教室对象和各种符号资源之间的转移关系如何创建一个学习场所，使学生能够通过在文本教室中进行体现和情感参与来探索纠缠自己在文本制作过程中的可能性实践。根据此分析，