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Making as worlding: young children composing change through speculative design
Author(s) -
Wargo Jon M.,
Alvarado Jasmine
Publication year - 2020
Publication title -
literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.649
H-Index - 26
eISSN - 1741-4369
pISSN - 1741-4350
DOI - 10.1111/lit.12209
Subject(s) - affordance , futures contract , literacy , perspective (graphical) , sociology , early childhood , early childhood education , transformative learning , temporalities , pedagogy , psychology , visual arts , developmental psychology , cognitive psychology , political science , art , financial economics , law , economics
A pedagogical perspective for rendering ways of knowing, being and being known, making and the larger maker movement are shaping contemporary educational places, practices and discourses. Despite these advances, its intersection with early literacy and childhood education are nascent. Thinking with theories of multiliteracies and speculative design, this article puts forth a making as worlding analytic frame for literacy research and practice. In doing so, we examine how two young children operate as speculative designers working towards possible, not solely plausible or preferable futures. Drawing on data from a multi‐sited study exploring making in early childhood settings, this article charts how early years and primary students used the contemporary affordances of analogue and immersive technologies to ‘make' a difference. Findings suggest that making provided opportunities not only for re‐storying realities but speculative worldbuilding encouraging young people to participate and problematise present realities.