Examining translocal discourses: Mobility, literacies and cultural practices Carmen L. Medina Assistant Professor SLED October 2, 2015 Examining translocal discourses October 2, 2015 Alternative Title The story of how the very long journey of publishing an article can actually become a positive experience. “Don’t give up!” Examining translocal discourses October 2, 2015 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 situated—hence, possibly influenced by—larger ones (p. 138). Examining translocal discourses October 2, 2015 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). Examining translocal discourses October 2, 2015 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). Examining translocal discourses October 2, 2015 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) Examining translocal discourses October 2, 2015 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? Examining translocal discourses October 2, 2015 Texts that do not travel well Blommaert’s (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 nonmainstream backgrounds and how we perceive the complex dynamics between local and global literacies. Examining translocal discourses October 2, 2015 Sc h oo l li terac ies New li terac ies in lo ca l co mm . Immi g rat ion peop le Õs m o v e across locat io n s New m ed ia dom . Li terac ies in Mo v e m e n t G loba l m ed ia L ocal co mm unities S itua ted lo ca l m ed ia C o mm . li terac ies Sc h oo l li terac ies Examining translocal discourses October 2, 2015 Sc h oo l li terac ies Immi gra n t chi ldre n in th e U S ( _____ _) Pre -ser v ice teac h ers in P .R.( _______ _) C h il dre n in P .R. _______________ F lo w --- --- -- In terrup ted fl o w New li terac ies in lo ca l co mm . Immi g rat ion peo p le Õs m o v e across locat io n s New m ed ia dom . Li terac ies in Mo v e m e n t G loba l m ed ia L ocal co mm unities (local lan g ua g es) S itua ted lo ca l m ed ia C o mm . li terac ies Sc h oo l li terac ies Exploring translocal literacies in immigrant children literary discourses Examining translocal discourses 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: 87. Oh sí! 87. Oh yes! October 2, 2015 Examining translocal discourses Juan: 88. y el hombre se puso todo morado 89. y ya tenía colmillos. Yolanda 90. Dice mi papá 91. que allá en la de donde nosotros somos allá anduvo el chupacabra y 92. anduvo matando animales. Diego: 93. También en el Salvador andaba Yolanda: 94. y en las noticias dice una señora que mataba a los pollos 95. y los ponía así en orden. October 2, 2015 Juan: 88. and the man turned all purple 89. and had canine teeth. Yolanda: 90. My dad says 91. that there where we are from there was the chupacabra and 92. it was killing animals. Diego: 93. It was also in El Salvador Yolanda: 94. and in the news a woman said that it was killing chickens 95. and it was putting them like this in order. Examining translocal discourses October 2, 2015 [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 haven’t 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 [gesture]sus 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. Ivonne: Examining translocal discourses October 2, 2015 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 can’t 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 don’t 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. That’s how the Mariana de la Noche is. Inquiries into Critical and Culturally Responsive Pedagogies with/for Pre-Service Teachers in Puerto Rico Examining translocal discourses October 2, 2015 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. Examining translocal discourses October 2, 2015 ... 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) Examining translocal discourses October 2, 2015 ...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 Examining translocal discourses October 2, 2015 /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.