Kuby, C.R. orcid.org/0000-0002-3063-7083 and Rowsell, J. orcid.org/0000-0002-9062-8859 (2022) Magic(al)ing in a time of COVID-19: becoming literacies and new inquiry practices. International Studies in Sociology of Education, 31 (1-2). pp. 231-260. ISSN 0962-0214
Abstract
This article conceptualizes the notion of magic(al)ing in relation to post-pandemic ways of thinking about data production and analyses. Revisiting old data produced pre-COVID-19 and engaging with new data produced during COVID-19, we consider the possibilities and potential of magic(al)ing as a theoretical concept. We think with several ideas informed by feminist ‘new’ materialists and post-inspired philosophies to conceptualize magic(al)ing: monism, spacetimemattering, blooms spaces and the pedagogy of an affective world. Over a year, we embarked on a reading/thinking inquiry about magic and literacies and their combined strength in locating literacies as embodied, relational, and sensory. Magic(al)ing has the potential to frame literacy moments as socio-material instances filled with affective flows and intensities. The concept of magic(al)ing fosters a space to not only rethink literacy but also to explore humans in relation to literacies. Kuby returns to an orange-paper-frog-puppet, a magic(al)ing moment that she often comes back to when thinking of the be(com)ing of literacies, especially in the uncertain times we find ourselves in a pandemic. Rowsell returns to a flowery artifact by a little girl who took part in a makerspace study in April 2019, speculating on how the same research could be conducted during lockdown. We also think-with new, unexpected data produced during COVID-19. As we engage again with these magic(al)ing moments, we explore the guest editors’ question: What methodological approaches are possible, and which kinds of research collaborations are appropriate?.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2021 Informa UK Limited, trading as Taylor & Francis Group. This is an author-produced version of a paper subsequently published in International Studies in Sociology of Education. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Post-qualitative research; literacy; covid-19; Spinoza; magic; affect; philosophy |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 13 Nov 2023 09:43 |
Last Modified: | 17 Nov 2023 16:13 |
Status: | Published |
Publisher: | Informa UK Limited |
Refereed: | Yes |
Identification Number: | 10.1080/09620214.2021.1966826 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:205191 |