374
Views
5
CrossRef citations to date
0
Altmetric
Articles

Becoming abject: testing the limits and borders of reading mediation

ORCID Icon & ORCID Icon

References

  • Abramowski, A. (2010). Ways to love. Teachers’ affections in pedagogical relationships. Buenos Aires: Paidós. Cuestiones de Educación.
  • Ailwood, J. (2008). Mother, teachers, maternalism and early childhood education and care: Some historical connections. Contemporary Issues in Early Childhood, 8(2), 157–165. doi: https://doi.org/10.2304/ciec.2007.8.2.157
  • Barret, E. (2011). Kristeva reframed. New York: I.B.Tauris.
  • Bataille, G. (1985). Visions of excess: Selected writings, 1927–1939 (A. Stoekl, C. Lovitt, & D. Leslie, Eds.). Minneapolis: University of Minnesota Press.
  • Bettelheim, B. (1975). The uses of enchantement. The meaning and importance of fairy tales. New York: Vintage Books.
  • Blackburn, M., Clark, C., & Martino, W. (2016). Investigating LGBT-themed literature and trans informed pedagogies in classrooms. Discourse: Studies in the Cultural Politics of Education, 37(6), 801–806.
  • Blaise, M. (2013). Charting new territories: Re-assembling childhood sexuality in the early years classroom. Gender and Education, 25(7), 801–817. doi: https://doi.org/10.1080/09540253.2013.797070
  • Bowden, S. (2011). The priority of events: Deleuze's logic of sense. Edinburgh: Edinburgh University Press.
  • Braidotti, R. (2002). Metamorphoses: Towards a materialist theory of becoming. Madrid: Akal Ediciones.
  • Braidotti, R. (2011). Nomadic theory. The portable Rosi Braidotti. New York: Columbia University Press.
  • Burnett, C., & Merchant, G. (2018). Literacy-as-event: Accounting for relationality in literacy research. Discourse: Studies in the Cultural Politics of Education, 41(1), 1–12.
  • Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York and London: Routledge.
  • Cerlalc, & Unesco. (2018). The strength of words. Protocol for a cultural intervention in emergency situations. Bogotá: Centro Regional para el Fomento en América Latina y el Caribe, Cerlalc-Unesco.
  • Cerrillo, P. (2009). Society and reading. The importance of reading mediators. Fundación Gubelkian. Lisboa.
  • Cerrillo, P., Larrañaga, E., & Yubero, S. (2009). Books, readers and mediators. In P. Cerrillo & S. Yubero (Eds.), The training of mediators for the promotion of reading. Reference contents of the master's Degree in promotion of children's reading and literature (pp. 229–236). España: Universidad de Castilla-La Mancha.
  • Chambers, A. (1993). Tell me. Children reading and talk. South Woodchester: Thimble Press.
  • Clough, P. T. (2008). The affective turn: Political economy, biomedia and bodies. Theory, Culture & Society, 25(1), 1–22. doi: https://doi.org/10.1177/0263276407085156
  • Coban, O., McAdam, J., & Arizpe, E. (2020). Hanging out in The Studio to challenge xenophobia: Consolidating identities as community writers. Literacy.
  • Colomer, T. (2005). Walk among books. Literary reading at school. Mexico: Fondo de Cultura Económica.
  • Davies, B. (2014). Listening to children: Being and becoming. Oxon and New York: Routledge.
  • Davies, B., Dormer, S., Gannon, S., Laws, C., Lenz Taguchi, H., McCann, H., & Rocco, S. (2006). Becoming schoolgirls: The ambivalent project of subjectification. In B. Davies & S. Gannon (Eds.), Doing collective biography (pp. 16–34). New York: Open University Press.
  • Davies, B., & Hunt, R. (1994). Classroom competencies and marginal positionings. British Journal of Sociology of Education, 15(3), 389–408. doi: https://doi.org/10.1080/0142569940150306
  • Deleuze, G., & Guattari, F. (1987). A thousand plateaus. London: Athlone.
  • Denzin, N. K. (2013). The death of data? Cultural Studies Critical Methodologies, 13(4), 353–356. doi: https://doi.org/10.1177/1532708613487882
  • Evans, J. (2015). Challenging and controversial picturebooks. Creative and critical responses to visual texts (J. Evans, Ed.). Oxon and New York: Routledge.
  • Evans, J. (2016). Who am I? Why am I here? And where do I come from? Responding to philosophical picturebooks. Education, 44(1), 53–67.
  • Faulkner, J. (2010). The innocence fetish: The commodification and sexualisation of children in the media and popular culture. Media International Australia, 135(1), 106–117. doi:https://doi.org/10.1177/1329878X1013500113
  • García-González, M. (2017). The books we recommend to children: Ideologies and policies in reading promotion. In M. García-González (Ed.), Origin narratives: The stories we tell children about immigration and international adoption (pp. 13–23). New York and London: Routledge.
  • García-González, M., & Deszcz-Tryhubczak, J. (2020). New materialist Openings to children's literature studies. International Research in Children's Literature, 13(1), 45–57. doi: https://doi.org/10.3366/ircl.2020.0327
  • García-González, M., Soledad, V., & Matus, C. (2019). Think difference differently? Knowing/becoming/doing with picturebooks. Pedagogy, Culture & Society.
  • Georgelou, K. (2014). Abjection and Informe. Performance Research, 19(1), 25–32. doi: https://doi.org/10.1080/13528165.2014.908081
  • Giussani, L. (2014). Fear of words: About the market and taboo issues in the current LIJ. Había Una Vez, 19.
  • Gutiérrez-Albilla, J. A. (2008). Abjection and the politics of feminist and queer subjectivities in contemporary art. Angelaki. Journal of the Theoretical Humanities, 13(1), 65–84.
  • Hackett, A., & Somerville, M. (2017). Posthuman literacies: Young children moving in time, place and more-than-human worlds. Journal of Early Childhood Literacy, 17(3), 374–391. doi: https://doi.org/10.1177/1468798417704031
  • Hayik, R. (2015). Diverging from traditional paths: Reconstructing fairy tales in the EFL classroom. Diaspora, Indigenous, and Minority Education, 9(4), 221–236. doi: https://doi.org/10.1080/15595692.2015.1044084
  • Hohti, R., & Tammi, T. (2019). The greenhouse effect: Multispecies childhood and non-innocent relations of care. Childhood (Copenhagen, Denmark), 1. doi:https://doi.org/10.1177/0907568219826263
  • Jackson, A., & Mazzei, L. A. (2013). Plugging one text into another. Qualitative Inquiry, 19(4), 261–271. doi: https://doi.org/10.1177/1077800412471510
  • Kaiser, R. (2012). Reassembling the event: Estoniás ‘Bronze Night’. Environment and Planning D: Society and Sapce, 30(6), 1046–1063. doi: https://doi.org/10.1068/d18210
  • Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342(6156), 377–380. doi: https://doi.org/10.1126/science.1239918
  • Knight, L. (2015). Curious hybrids: Creating ‘not-quite’ beings to explore possible childhoods. Discourse: Studies in the Cultural Politics of Education, 37, 680–693.
  • Kristeva, J. (1982). Powers of horror: An essay on abjection. New York: Columbia University Press.
  • Kuby, C., Thiel, J. J., & Spector, K. (2019). Intra-action and entanglement. In C. Kuby, K. Spector, & J. J. Thiel (Eds.), Posthumanism and literacy education: Knowing/becoming/doing literacies (pp. 69–71). New York: Routledge.
  • Lazar, G. (1993). Literature and language teaching. A guide for teachers and trainers. Cambridge: Cambridge University Press.
  • Lluch, G. (2010). How to select books for children and young people. Gijón: Trea.
  • Lundin, A. (2004). Constructing the canon of childreńs literature. Beyond library walls and ivory towers. New York and London: Routledge.
  • Lysaker, J., & Tonge, C. (2013). Learning to understand others through relationally oriented reading. The Reading Teacher, 66(8), 632–641. doi: https://doi.org/10.1002/trtr.1171
  • MacLure, M. (2013). Researching without representation? Language and materiality in post-qualitative methodology. International Journal of Qualitative Studies in Education, 26(6), 658–667. doi: https://doi.org/10.1080/09518398.2013.788755
  • Massumi, B. (1995). The autonomy of affect. Cultural Critique, 31, 83–109. doi: https://doi.org/10.2307/1354446
  • McCort, J. (2016). Introduction. Why horror? (Or, the importance of being frightened). In J. McCort (Ed.), Reading in the dark. Horror in childreńs literature (pp. 3–38). Jackson: University Press of Mississippi.
  • Mol, S. E., Bus, A. G., de Jong, T., & Smeets, D. J. H. (2008). Added value of dialogic parent-child book readings: A meta-analysis. Early Education and Development, 19(1), 7–26. doi: https://doi.org/10.1080/10409280701838603
  • Munita, F. (2014). The literary reading school mediator. A study of the meeting space between didactic practices, belief systems and personal reading trajectories. Universitat Autònoma de Barcelona.
  • Munita, F. (2017). The didactics of literature: Towards the consolidation of the field. Educação e Pesquisa, 43(2), 379–392. doi: https://doi.org/10.1590/s1517-9702201612151751
  • Murris, K. (2016). The posthuman child: Educational transformation through philosophy with picturebooks. London and New York: Routledge.
  • Murris, K., & Thompson, R. (2016). Drawings as imaginative expressions of philosophical ideas in a Grade 2 South African literacy classroom. Reading and Writing. Journal of the Reading Association of South Africa, 7, 1–11.
  • OECD. (2000). Reading for change. Performance and engagement across countries. Results from PISA 2000. Paris: PISA, OECD.
  • OECD. (2019). PISA 2018 assessment and analytical framework. Paris: OECD Publishing.
  • Pantaleo, S. (2005). ‘Reading’ young children visual texts. ECRP, 1(7), 1–13.
  • Petit, M. (1999). The role of mediators. Educación y Biblioteca, 105, 5–19.
  • Petit, M. (2007). New approaches to youth and reading. Mexico: Fondo de Cultura Económica.
  • Petit, M. (2009). The art of reading in times of crisis. Barcelona: Océanos Travesía.
  • Rijke, V. (2004). Horror. In P. Hunt (Ed.), International companion encyclopedia of childreńs literature (2nd ed, pp. 506–518). London and New York: Routledge.
  • Roberts, A. R. (1991). Conceptualizing crisis theory and the crisis intervention model. In A. R. Roberts (Ed.), Contemporary perspectives on crisis intervention and prevention (pp. 3–17). Englewood Cliffs, NJ: Prentice-Hall.
  • Robledo, B. H. (2010). The art of mediation. Spaces and strategies for the promotion of reading. Bogotá: Norma.
  • Robledo, B. H. (2017). The reading nediator. The training of the integral reader (L. Y. Reyes, Ed.). Santiago: Colección Alas de Colibrí.
  • Sainz, L. M. (2005). The importance of the mediator: An experience in the training of readers. Revista de Educación, Número extraordinario, 357–362.
  • Schieble, M. (2012). A critical discourse analysis of teacheŕs views on LGBT literature. Discourse: Studies in the Cultural Politics of Education, 33(2), 207–222. doi:https://doi.org/10.1080/01596306.2011.620758
  • St Pierre, E. A. (2014). A brief and personal history of post qualitative research. Toward ‘post inquiry’. Journal of Curriculum Theorizing, 30(2), 2–19.
  • St Pierre, E. A. (2018). Post qualitative inquiry in an ontology of immanence. Qualitative Inquiry, 25(1), 1–14.
  • Vick, M. J., & Martinez, C. (2011). Teachers and teaching: Subjectivity, performativity and the body. Educational Philosophy and Theory, 43, 178–192. doi: https://doi.org/10.1111/j.1469-5812.2009.00552.x
  • Waxman, S., Herrmann, P., Woodring, J., & Medin, D. (2014). Humans (really) are animals: Picture-book reading influences 5-year-old urban children’s construal of the relation between humans and non-human animals. Frontiers in Psychology, 5, 1–8. doi: https://doi.org/10.3389/fpsyg.2014.00172
  • Zembylas, M. (2015). Rethinking race and racism as technologies of affect: Theorizing the implications for anti-racist politics and practice in education. Race Ethnicity and Education, 18(2), 145–162. doi: https://doi.org/10.1080/13613324.2014.946492

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.