Literacy, Play and Globalization
Converging Imaginaries in Children's Critical and Cultural Performances
Routledge – 2014
Series: Routledge Research in Education
This book takes on current perspectives on transnationalism and children’s relationships to media, childhood, and markets 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 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. The analysis situates children’s literacy and play practices in the intersections of local/global, rural/urban, Spanish/English/multilingual, and Latino multinational media/US multinational media, revealing how children use drama and pretense to relocate, take up, contest, and consume global media and consumer identities.
Part I: Literacy Research within Multisited Imaginaries and Converging Worlds 1. Global Networks, Cultural Production, and Literacy Practices 2. Understanding Multisited Imaginaries in Literacy Research Part II: Mapping Multisited Imaginaries in Literacy Research 3. Mapping Global Markets in Local Communities: Studying Cultural Chapter Four: Cultural Production of Telenovelas Dramatic Worlds Carmen Liliana Medina with María del Rocío del Costa 5. Cultural Production of Disney Princess Play Worlds Karen E. Wohlwend 6. Convergences and Slippages in Children’s Improvisations and Teachers’ Pedagogical Imaginaries Part III: Convergences in Collective Cultural Imaginaries 7. Participation, Scripting, and Embodiment in Children’s Collective Imaginaries 8. Globalization, Imagination, and the Possibilities of Agency 9. Literacy, Play, and Globalization in Teacher Education
Carmen Liliana Medina is an associate professor in Literacy Culture and Language Education at Indiana University. Her research focuses on literacy and biliteracy as social and critical practices. She has published in journals such as Reading Research Quarterly, Language Arts, Theory into Practice and the Journal of Teacher Education.
Karen E. Wohlwend is an assistant professor in Literacy, Culture, and Language Education in the School of Education at Indiana University. She has authored two books: Literacy Playshop: Playing with New Literacies and Popular Media in the Early Childhood Classroom and Playing Their Way into Literacies: Reading, Writing and Belonging in the Early Childhood Classroom.