Literacy, Play and Globalization

Converging Imaginaries in Children's Critical and Cultural Performances

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Social & Cultural Studies, Social Science
Cover of the book Literacy, Play and Globalization by Carmen L. Medina, Karen E. Wohlwend, Taylor and Francis
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Author: Carmen L. Medina, Karen E. Wohlwend ISBN: 9781136193774
Publisher: Taylor and Francis Publication: June 5, 2014
Imprint: Routledge Language: English
Author: Carmen L. Medina, Karen E. Wohlwend
ISBN: 9781136193774
Publisher: Taylor and Francis
Publication: June 5, 2014
Imprint: Routledge
Language: English

This book takes on current perspectives on children’s relationships to literacy, media, childhood, markets and transtionalism in converging global worlds. It introduces the idea of multi-sited imaginaries to explain how children’s media and literacy performances shape and are shaped by shared visions of communities that we collectively imagine, including play, media, gender, family, school, or cultural worlds. It draws upon elements of ethnographies of globalization, nexus analysis and performance theories to examine the convergences of such imaginaries across multiple sites: early childhood and elementary classrooms and communities in Puerto Rico and the Midwest United States. In this work we attempt to understand that the local moment of engagement within play, dramatic experiences, and literacies is not a given but is always emerging from and within the multiple localities children navigate and the histories, possibilities and challenges they bring to the creative moment.

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This book takes on current perspectives on children’s relationships to literacy, media, childhood, markets and transtionalism in converging global worlds. It introduces the idea of multi-sited imaginaries to explain how children’s media and literacy performances shape and are shaped by shared visions of communities that we collectively imagine, including play, media, gender, family, school, or cultural worlds. It draws upon elements of ethnographies of globalization, nexus analysis and performance theories to examine the convergences of such imaginaries across multiple sites: early childhood and elementary classrooms and communities in Puerto Rico and the Midwest United States. In this work we attempt to understand that the local moment of engagement within play, dramatic experiences, and literacies is not a given but is always emerging from and within the multiple localities children navigate and the histories, possibilities and challenges they bring to the creative moment.

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