Fleeting Encounters & Brick walls: Animating Embodied Literacies in Our Everyday Relations

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Rachel Bell
Katelyn Copage
Matt Rogers
Pam Whitty

Abstract

Rachael, Katelyn, Pam and Matt take up Sara Ahmed’s (2012) concepts of fleeting encounters and brick walls as they reflect on the feminist and decolonizing nature of their work. This paper is the product of months of conversation between the co-authors. Through the use of autoethnographical and participatory approaches, the authors seek to invite the reader into a co-constructed space where mutual support and inspiration shape the future actions of the participants as they grapple with their ethical responsibilities as learners and educators.

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How to Cite
Bell, R., Copage, K., Rogers, M., & Whitty, P. (2019). Fleeting Encounters & Brick walls: Animating Embodied Literacies in Our Everyday Relations. Language and Literacy, 20(4), 5-22. https://doi.org/10.20360/langandlit29434
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Articles
Author Biographies

Rachel Bell, University of New Brunswick

Rachael Bell is a Master of Education student in Critical Studies at the University of New Brunswick.  She currently lives in Miramichi, New Brunswick on the unceded and unsurrendered territory of the Mi’kmaq people and works as an Early Childhood Literacy Facilitator.

Katelyn Copage, University of New Brunswick

Katelyn Copage is originally from Sipekne’katik, Nova Scotia, and is currently living on unceded and unsurrendered Wolastoqey territory.  She is pursuing a Masters of Education in Critical Studies at the University of New Brunswick, which is also situated upon the unpurchased and unceded Wolastoqey lands.

Matt Rogers, University of New Brunswick

Matt Rogers is an educational researcher and an Atlantic Canadian film-maker.  His research focuses on the intersection of critical pedagogy and participatory filmmaking with youth in school contexts.  He is also active in the NB film community.  His film work has been internationally recognized with awards and nominations in cinematography, editing, writing, and direction.

Pam Whitty, University of New Brunswick

Pam Whitty is an educator-researcher at the University of New Brunswick, Fredericton, N.B. on the unpurchased and unceded territory of Wolastoqey peoples.  Her work in early childhood studies, literacies, and curricula is situated within a critical re-conceptualist perspective.  She has co-led provincial community-based early childhood curriculum and literacy initiatives in New Brunswick over the past 27 years.