Journeying and Everydayness as a Framework for Literacy Research and Teaching Practice
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| Title: | Journeying and Everydayness as a Framework for Literacy Research and Teaching Practice |
|---|---|
| Language: | English |
| Authors: | Sandra Boateng, Chenlu Jin, Jeevan Karki, Rebecca Lee, Laxmi Prasad Ojha, Tri Sugiarto, Vaughn W. M. Watson |
| Source: | English Teaching: Practice and Critique. 2025 24(4):393-415. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Literacy, Literacy Education, Epistemology, Story Telling, Educational Research, Sociocultural Patterns, Educational Practices, Identification |
| DOI: | 10.1108/ETPC-10-2024-0167 |
| ISSN: | 1175-8708 |
| Abstract: | Purpose: This paper aims to expand contours of social and cultural theories of literacy by developing a framework emphasizing the necessity of journeying and everydayness in literacy research and teaching practice. The authors situate their analysis in contemporary educational contexts shaped by pervasive English dominance, anti-immigration and Western-centric educational framework -- contexts that are important to educational researchers, teacher educators and educators. Design/methodology/approach: In theoretically framing the necessity of journeying and everydayness, the authors bring together and extend four areas of research literature. Informed by the findings of grounded theory analysis of "Literacy-in-Practice" reflections in a literacy-research doctoral seminar, the authors develop the framing of journeying and everydayness in literacy research through four interrelated approaches. Findings: The authors develop the framing of journeying and everydayness through four interrelated approaches: encouraging community epistemologies; reimagining literacy teaching as nonlinear; telling stories with and through artifacts; and attending to complexities and the complicating of embodied identities. Originality/value: The authors conclude with productive implications significant to educational researchers, teacher educators and educators. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491524 |
| Database: | ERIC |
| Abstract: | Purpose: This paper aims to expand contours of social and cultural theories of literacy by developing a framework emphasizing the necessity of journeying and everydayness in literacy research and teaching practice. The authors situate their analysis in contemporary educational contexts shaped by pervasive English dominance, anti-immigration and Western-centric educational framework -- contexts that are important to educational researchers, teacher educators and educators. Design/methodology/approach: In theoretically framing the necessity of journeying and everydayness, the authors bring together and extend four areas of research literature. Informed by the findings of grounded theory analysis of "Literacy-in-Practice" reflections in a literacy-research doctoral seminar, the authors develop the framing of journeying and everydayness in literacy research through four interrelated approaches. Findings: The authors develop the framing of journeying and everydayness through four interrelated approaches: encouraging community epistemologies; reimagining literacy teaching as nonlinear; telling stories with and through artifacts; and attending to complexities and the complicating of embodied identities. Originality/value: The authors conclude with productive implications significant to educational researchers, teacher educators and educators. |
|---|---|
| ISSN: | 1175-8708 |
| DOI: | 10.1108/ETPC-10-2024-0167 |
