Processes of becoming-writer: thinking with a situated, relational and nomadic analysis to literacy research

ABSTRACT

This paper arose out of a shared concern about how to explore young children’s ways of becoming-writers. A framework based on the nomad thought of French philosophers Gilles Deleuze and Felix Guattari was used to develop the analysis. A situated, relational and nomadic analysis offers insights into how processes of becoming-writers are produced, how they emerge and transform, as shown in this qualitative study of two Swedish early childhood classrooms. The analysis shows how social, cultural, linguistic, material and technological aspects interconnect and transform, and how this interrelatedness influences and forms six-year olds as writers. Young students constitute themselves as writers of classrooms through relating to the conventional norm of writing while simultaneously engaging in exploratory, creative and unpredictable processes of writing.

KEYWORDS:

• Nomadic analysis
• becoming-writers
• early childhood writing classroom
• Deleuze

Acknowledgement

The author wish to acknowledge the students and teachers who participated in this research

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Transana 2.60. Accessed May 2014. http://www.transana.org.