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Interdisciplinary childhood researchers have begun to advocate a shift from conducting research about children to engaging children themselves in the research process. In this article, I reflect on issues and insights that arose while working with grade 5 students as ethnographers of their own language and literacies practices over the course of a six-month transformative multiliteracies classroom intervention in a French school in Toronto, Ontario, Canada. I describe this initial exploratory case study as a way of provoking discussion on ways we may re-envision plurilingual multiliteracies research with children as co-researchers.
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