Literacy practices in childhood from a posthumanist perspective: A systematic review

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ana Mª De la Calle Cabrera , María-Rosario Leal-Bonmati , Elena Guichot-Muñoz , Mª Jesús Balbás Ortega
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引用次数: 0

Abstract

The posthumanist perspective implies a change in the consideration of the non-human and more-than-human in literacy practices from an ethical-onto-epistemological approach. This research is a systematic review that aims to understand how literacy studies with a posthuman lens host literacy practices at a young age from the relational-material language model, in a broad domain where the human, more-than-human and non-human are connected. This is developed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, with a selection of 15 research articles from the WOS and Scopus databases. This review highlights the (re)conceptualisation of children's literacy practices from the understanding of the role of the human, non-human and more-than-human, that materials and discourse and literacy practices are indivisible and give rise to the configuration of new narratives - integrating movement, sound, digital, space, time, improvisation, sensations and affections, etc. - and the challenge to the humanist assumptions of literacy practices.

后人文主义视角下的童年识字实践:系统回顾
后人文主义视角意味着在扫盲实践中从伦理本位到认识论的角度对非人和超人的考虑发生了变化。本研究是一项系统性综述,旨在了解后人类视角下的扫盲研究如何从关系-物质语言模式出发,在人类、非人类和非人类相互关联的广泛领域中主持幼儿扫盲实践。这篇综述是根据系统综述和元分析首选报告项目(PRISMA)方法编写的,从 WOS 和 Scopus 数据库中选取了 15 篇研究文章。这篇综述强调了对儿童识字实践的(重新)概念化,即从人的作用、非人的作用和超越人的作用的理解出发,材料、话语和识字实践是不可分割的,并产生了新的叙事结构--整合了动作、声音、数字、空间、时间、即兴、感觉和情感等。- 这是对扫盲实践中人文主义假设的挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
International Journal of Educational Research
International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.20
自引率
3.10%
发文量
141
审稿时长
21 days
期刊介绍: The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
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