Advertisement

Embodied Signs: Expanding Representations Through and with Bodies

  • Beth Lewis Samuelson
  • Karen E. Wohlwend
Chapter

Abstract

We argue that a semiotic perspective is urgently needed to understand how embodiment blurs binaries such as language and action or text and context through representations of bodies and representations with bodies. Although the study of embodiment has long been present in semiotics, we consider emerging research in literacy studies that reconceptualizes the intersection of body, meanings, and representation. The embodiment of meaning through representations of the body and representations through the body is often just a potentiality or a possibility, a data source that is available for selection, whereas we see it as central to the field.

Keywords

Semiotic embodiment Literacy and play Transnational semiosis 

References

  1. Appadurai, A. 1996. Modernity at large: Cultural dimensions of globalization. Minneapolis: University of Minnesota Press.Google Scholar
  2. Bakhtin, M. 1986. Speech genres and other late essays. Austin: University of Texas Press.Google Scholar
  3. Boldt, G. M. 2006. Resistance, loss, and love in learning to read: A psychoanalytic inquiry. Research in the Teaching of English 40 (3): 272–309.Google Scholar
  4. Bourdieu, P. 1977. Outline of a theory of practice. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  5. Bourdieu, P. 1991. Language and symbolic power (trans: G. Raymond and M. Adamson). Cambridge: Harvard University Press.Google Scholar
  6. Brougère, G. 2006. Toy houses: A socio-anthropological approach to analysing objects. Visual Communication 5 (1): 5–24.CrossRefGoogle Scholar
  7. Carrington, V. 2003. ‘I’m in a bad mood. Let’s go shopping’: Interactive dolls, consumer culture and a ‘glocalized’ model of literacy. Journal of Early Childhood Literacy 3 (1): 83–98.Google Scholar
  8. Engeström, Y. 1987. Learning by expanding: An activity-theoretical approach to developmental research. Helskinki: Orienta-Konsultit.Google Scholar
  9. Gee, J. P. 1996. Social linguistics and literacies: Ideology in discourses. 2nd ed. New York: Taylor & Francis.Google Scholar
  10. Ghiso, M. P. 2011. Playing with/through non-fiction texts: Young children authoring their relationships with history. Journal of Early Childhood Literacy 11 (4). doi:10.1177/1468798411430093.Google Scholar
  11. Goffman, E. 1981. Forms of talk. Philadelphia: University of Pennsylvania Press.Google Scholar
  12. Göncü, A., and F. Kessler. 1988. Preschoolers’ collaborative construction in planning and maintaining imaginative play. International Journal of Behavioral Development 11 (3): 327–344.CrossRefGoogle Scholar
  13. Gumperz, J. 1982. Discourse strategies, 1 vol. New York: Cambridge University Press.CrossRefGoogle Scholar
  14. Hanks, W. F. 1996. Language and communicative practices. Boulder: Westview Press.Google Scholar
  15. Hodge, R., and G. Kress. 1988. Social semiotics. Ithaca: Cornell University Press.Google Scholar
  16. Holland, D., W. Lachicotte, D. Skinner, and C. Cain. 1998. Identity and agency in cultural worlds. Cambridge: Harvard University Press.Google Scholar
  17. Hymes, D. H. 1995. Ethnography, linguistics, narrative inequality: Toward an understanding of voice. Washington: Taylor & Francis.Google Scholar
  18. Jones, R. H. 2005. Sites of engagement as sites of attention: Time, space, and culture in electronic discourse. In Discourse in action: Introducing mediated discourse analysis, eds.S Norris and R. H. Jones, 141–154. New York: Routledge.Google Scholar
  19. Kramsch, C. 2009. The multilingual subject. New York: Oxford University Press.Google Scholar
  20. Kress, G. 1993. Genre as social process. In The powers of literacy: A genre approach to teaching writing, eds.B. Cope and M. Kalantzis, 22–37. Pittsburgh: University of Pittsburgh Press.Google Scholar
  21. Leont’ev, A. N. 1977. Activity and consciousness, philosophy in the USSR, problems of dialectical materialism. Moscow: Progress Publishers.Google Scholar
  22. Luke, A. 1997. Genres of power? Literacy education and the production of capital. In Literacy in society, eds. R. Hasan and G. Williams, 308–337. London: Longman.Google Scholar
  23. Mackey, M. 2007. Literacies across media: Playing the text. Abingdon: Routledge.Google Scholar
  24. Marsh, J., ed. 2005. Ritual, performance, and identity construction: Young children’s engagement with popular cultural and media texts. In Popular culture, new media and digital literacy in early childhood, 28–50. New York: RoutledgeFalmer.CrossRefGoogle Scholar
  25. New London Group. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66 (1): 60–92.CrossRefGoogle Scholar
  26. Samuelson, B. L. 2009. Ventriloquation in discussions of student writing. Research in the Teaching of English 44 (1): 52–88.Google Scholar
  27. Sawyer, R. K. 1997. Pretend play as improvisation: Conversation in the preschool classroom. Norwood: Erlbaum.Google Scholar
  28. Scollon, R. 2001. Mediated discourse: The nexus of practice. London: Routledge.CrossRefGoogle Scholar
  29. Scollon, R., and S. W. Scollon. 2004. Nexus analysis: Discourse and the emerging Internet. New York: Routledge.Google Scholar
  30. Siegel, M., S. Kontovourki, S. Schmier, and G. Enriquez. 2008. Literacy in motion: A case study of a shape-shifting kindergartener. Language Arts 86 (2): 89–98.Google Scholar
  31. Siegel, M., and D. W. Rowe. 2011. Webs of significance. Semiotic perspectives on text. In Handbook of research on teaching the English language arts, eds. D. Lapp and D. Fisher, 202–207. 3rd ed. New York: Routledge.Google Scholar
  32. Steinkuehler, C. A., R. W. Black, and K. A. Clinton. 2005. Researching literacy as tool, place, and way of being. Reading Research Quarterly 40 (1): 90–110.CrossRefGoogle Scholar
  33. Street, B. 1995. Social literacies: Critical approaches to literacy development, ethnography, and education. New York: Longman.Google Scholar
  34. Turner, M. 1996. The literary mind: The origins of thought and language. New York: Oxford University Press.Google Scholar
  35. Vygotsky, L. 1935/1978. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
  36. Wohlwend, K. E. 2008. Play as a literacy of possibilities: Expanding meanings in practices, materials, and spaces. Language Arts 86 (2): 127–136.Google Scholar
  37. Wohlwend, K. E. 2009. Early adopters: Playing new literacies and pretending new technologies in print-centric classrooms. Journal of Early Childhood Literacy 9 (2): 119–143.CrossRefGoogle Scholar
  38. Wohlwend, K. E. 2011a. Mapping modes in children's play and design: An action-oriented approach to critical multimodal analysis. In An introduction to critical discourse analysis in education, ed. R Rogers. 2nd ed. Mahwah: Lawrence Erlbaum.Google Scholar
  39. Wohlwend, K. E. 2011b. Playing their way into literacies: Reading, writing, and belonging in the early childhood classroom. New York: Teachers College Press.Google Scholar
  40. Wohlwend, K. E. 2012. The boys who would be princesses: Playing with gender identity intertexts in Disney Princess transmedia. Gender and Education 24 (6): 593–610. doi:10.1080/09540253.2012.674495.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  1. 1.Indiana University BloomingtonBloomingtonUSA

Personalised recommendations