Confronting changing conceptions of multimodality, method, and curriculum: Toward the ‘posts’ and beyond

Session Submission Type: Symposium

Abstract

In this symposium, we confront changing conceptions of multimodality, method, and curriculum in an era of rapidly emerging new paradigms, including posthumanism, post-qualitative inquiry and post-constructivism. Each recognizes the affirmative inter-connection between self, others, and material things, and literacy as emergent, social and material intra-activity. By presenting empirical challenges they are facing in turning to the posts, and beyond, researchers in this symposium illustrate ways ‘post’-perspectives can expand current understandings of literacy learning and researching.

Content Area

• AREA 11. Research Theory, Methods, and Practices

Chair

• Marianne McTavish, University of British Columbia

Discussant

• Maren Aukerman, University of Calgary

Individual Presentations

• “Donut give up”: Contemplations on multimodal becoming - Kimberly Lenters, University of Calgary

• Becoming emergent in postqualitative literacy research: Relational transformations in the Mohawk digital youths' project - Christian Ehret, McGill University; Curran Katsi'sorókwas Jacobs, McGill University; Daniella Birlain D'Amico, McGill University

• Superheroes in-the-making: Re/theorizing curriculum and relational becoming as “Keepers of the Galaxy” - Michelle Honeyford, University of Manitoba