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Title: Examining translocal discourses: Mobility, literacies and cultural practices


1
Examining translocal discourses Mobility,
literacies and cultural practices
Carmen L. Medina Assistant Professor
SLED November 14, 2009
2
  • Alternative Title
  • The story of how the very long journey of
    publishing an article can actually become a
    positive experience.
  • Dont give up!

3
New Challenges for Researchers (Blommaert Van
der Donkt, 2002)
  • world systems, flows, scales, networks, the
    global economy, etc. are crucial to understanding
    the work researchers do in interpreting cultural
    dynamics and identity politics where it becomes
    important to arrive at an understanding of local
    sociocultural processes in which connections
    between the local and global (or at least
    translocal) are empirically sustained, not just
    posited, as part of a larger attempt at
    understanding such processes as situatedhence,
    possibly influenced bylarger ones (p. 138).

4
Translocality (Based on Appadurai, 1996 1999)
  • is defines ad not just in relation to places,
    but instead is an abstract (yet daily manifest)
    space occupied by the sum of linkages and
    connections between places (media, travel, labor,
    import/export, etc.). The notion of locality is
    included within the term in order to suggest a
    situatedness, but a situatedness which is never
    static. Translocality can be theorized as a mode,
    one which pertains not to how peoples and
    cultures exist in places, but rather how they
    move through them (Mandaville, 2006, para. 2).

5
Translocality in literacy practices
  • Street (2003) any encounter between local and
    global results new hybrid literacies that are
    neither local nor global.
  • Lewis and del Valle (2008) describe a third wave
    of research on literacy practices and identity as
    hybrid, meta-discursive and spatial.
  • Guerra, Moje, Orellana among others in (Lewis,
    Enciso Moje, 2007) Leander (2001).

6
Learning as movement (Gutierrez, 2008)
  • what it means to learn in familiar, new, and
    overlapping contexts, in rapidly shifting
    practices and communities, to understand how the
    social organization of these environments
    facilitates or interferes with cognitive work,
    including how people are made smart by the use of
    artifacts and participation in particular social
    groups and settings... (p. 150)

7
New Challenges for Literacy Researchers
  • To find frameworks to understand how the
    epistemic knowledge produced as people move
    around and across communities affords the
    possibility of rethinking literacy practices
    situated within the context of students complex
    cultural understandings, negotiations and
    productions in the emergent space between global
    and local discourses and the new identities that
    are formed within these spaces?

8
Texts that do not travel well
  • Blommaerts (2008) argument on texts and
    constrained mobility, texts are often only
    locally meaningful and valuable. As soon they
    move to other geographical and/or social spaces,
    they lose voice (p. 7). These issues related to
    texts, voice and social spaces have implications
    on school participation of students from
    non-mainstream backgrounds and how we perceive
    the complex dynamics between local and global
    literacies.

9
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10
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11
Exploring translocal literacies in immigrant
children literary discourses
12
  • Story 4 El chupacabra/The goat sucker
  • Stanza 1 Emerging stories from media
  • Juan Juan
  • 80. pero como se llama 80. but how do you call
    it
  • 81. verdad que también en las 81. it is true
    that also in the
  • noticias donde está el Primer Impacto Primer
    Impacto news show
  • 82. también salió un hombre que 82. they also
    showed a man who was
  • lo había chupado el vampiro. sucked by the
    vampire.
  • Yolanda Yolanda
  • 83. No era la 83. No it was the
  • Diego Diego
  • 84. El Chupacabra 84. The goatsucker
  • Yolanda Yolanda
  • 85. Andale! 85. Come on!
  • Stanza 2 Resituating the story as personal
    experience and media
  • Carmen Carmen
  • 86. Pero también ustedes 86. But do you also
  • conocen al chupacabra? know the chupacabra?
  • Diego Diego

13
  • Juan Juan
  • 88. y el hombre se puso todo morado 88. and the
    man turned all purple
  • 89. y ya tenía colmillos. 89. and had canine
    teeth.
  • Yolanda Yolanda
  • 90. Dice mi papá 90. My dad says
  • 91. que allá en la de donde nosotros somos 91.
    that there where we are from
  • allá anduvo el chupacabra y there was the
    chupacabra and
  • 92. anduvo matando animales. 92. it was killing
    animals.
  • Diego Diego
  • 93. También en el Salvador andaba 93. It was
    also in El Salvador
  • Yolanda Yolanda
  • 94. y en las noticias dice una señora 94. and in
    the news a woman said
  • que mataba a los pollos that it was killing
    chickens
  • 95. y los ponía así en orden. 95. and it was
    putting them like this in order.

14
  • Ivonne Nuestras historias no tienen nada que
    ver con Porque el inglés es como lo entiende
    Ms. the teacher y esto es muy diferente. Our
    stories have nothing to do with Because English
    is like how Ms. the teacher understands it and
    this is very different.
  • Yolanda Porque mire, nosotros le decimos a estos
    nosotros pero los otros no lo comprenden. Ellos
    puede ser que no han visto esas personas. Look,
    because we tell it among ourselves but the others
    do not understand it. It could be that they
    havent seen these people.
  • Juan Ay, y despues dicen que no es verdad. Ay,
    and then they say it is not true.
  • Yolanda Que nosotros estamos locos y todo eso.
    That we are crazy and all that.
  • Conversation continues
  • Ivonne A mi me gustaria enseñrlas . I would
    like to teach it to the...
  • Yolanda A los gringos como dicen. To the
    gringos like is said.
  • Ivonne Aha
  • Carmen Por qué? Why?
  • Ivonne Porque como ellos casi no han vivido
    cosas así como en México co que según los
    fantasmas y todo eso no han vivido. Because they
    have not lived things like in Mexico as if the
    ghosts and all that, they have not lived this.
  • Juan Porque aquí los fantasmas se mueren. Porque
    aquí celebran el día de Halloween y allá celebran
    el Día de Muertos y siempre van a la tumba a
    dejarles sus gesturesus a los muertitos.
    Because here ghosts die. Because here they
    celebrate Halloween and there they celebrate Día
    de Muertos and they always go to the grave to
    leave their gesture to the little death people.

15
  • Ivonne Mi mamá siempre dice que hay que tenerle
    mas miedo a los que estan vivos que a los que
    estan muertos. Porque los que estan muertos no te
    pueden hacer nada. Los vivos si. My mom always
    say that we have to be more scare of those alive
    than those dead. Because those who are dead cant
    do anything to you. Those alive they can do
    something to you.
  • Diego Asi dice mi abuela. Que mi abuela no le
    tiene miedo a los muertos nada mas que a los
    vivos. My grandmother says that. That my
    grandmother is not afraid of the death only of
    those alive.
  • Carmen Y ustedes piensan que ellos a lo mejor
    tienen sus historias? And dont you think that
    perhaps they have their own stories?
  • Francisco Si. Yes.
  • Yolanda Mi abuelita tiene muchas cosas así
    porque ella se casó con tres hombres y todos sus
    esposos se murieron y ella My grandmother has
    lots of things like that because she got married
    to three men and all of her husbands died and
    she
  • Francisco Asi es la Mariana de la Noche.
    Thats how the Mariana de la Noche is.

16
Inquiries into Critical and Culturally Responsive
Pedagogies with/for Pre-Service Teachers in
Puerto Rico
17
  • Video games, this one was also...I believe
    that...it was video games, the daily routine, how
    she organizes her daily routine.  She has a time
    for this and a time for this other, time to play
    either outside or inside the house, how they
    study, how the kids go to school.  Then like it
    is true inquiring about the popular culture when
    I finalized the funds of knowledge () the theme
    of video games, automobiles, car repairing all
    of this is connected too to the kid who watches
    video games about cars.  Like all the images no,
    those literacies are also all the time in the
    home like at the end of the assignment I realized
    that everything is weaving like the popular
    culture to the literacy practices that they have
    in the home because basically the books they read
    are from the internet they also have to read
    magazines that have something to do with the
    video games, how to move from one level to the
    next one or things like that.  

18
  • ... I thought that literacy had to do only with
    letters... (Ivonne, written reflection April,
    2008)
  • ...like how popular culture influences, because
    today to send text messages many times it is done
    using codes and not through sentences and many
    times the children ( ) write a, write something
    and they begin to write for example a letter with
    codes and they tend to omit what makes a complete
    sentence, the verbs, everything that makes up a
    sentence, they tend to omit it.  Like that
    popular culture, the present, influences in
    everyday life including education. (Focus group
    I)

19
  • ...because you know that the idea exists that if
    you allow the kids to write like in Messenger,
    they will continue to write everything like in
    Messenger.  That was a bit of the concern that
    you brought, that later when they have to write a
    letter eh...
  • /(overlappping speech inaudible)/
  • /that's a valid concern/
  • /they wouldn't have the format/
  • /they wouldn't be able to write in the
    conventional way/
  • /but professor/
  • that is a valid concern because if I, you know, I
    allow my students to write all the time that way,
    then if I ( ) I am going to be worried if later
    in a task I asked them, like, look, write
    something for me, they will write for me that
    way.  I'm going to be worried because then they
    don't know how to change to what you say to an
    addressee.
  • Aha
  • then what is the then how do you get here to a to
    a happy medium 

20
  • /I believe/
  •  
  •  /If you want to call it that /
  •  
  •  I believe that, that when you are chatting it's
     something you do in leisure time.  While they
    are in school you are not always writing
    everything, if it is the case that we use the
    chalkboard, you don't write, you abbreviate
    things.  What I'm saying is that for me, for
    example, I was always told in school not to
    abbreviate anything
  • and /me/
  •  
  • Like I sometimes say that it is possible that
    affects you when you are writing composing an
    essay but to get to the point of changing
    conventional writing for signs and abbreviations
    I'm not really in agreement with that.
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