Multiliteracies and the politics of desire

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Multiliteracies in motion: Current theory and practice, 2010, 1, pp. 124 - 138
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call for change in the field of literacy education. ThIS was In part sparked by the push of media systems into education. These systems have In tu~n been driven by new digital technology that simultaneously a.cts as a d~vergent manner of communicating that extends literacy from sImple [eadm.g and writing dualisms and into multimodality, and as a mea~s of sll:veillan.ce (Cole, 2007). This chapter deals with the second tendency In post-Industna~ civilization, that of cybernetic informatIOn dlstnbu~lOn and retr~eval. Com tefs in classrooms free students up in terms of theIr representatlOnal capa~ft~ es. They also makes everything students do electronically '.'trackable." ThIS control factor embedded in digital technology, combIned With the spread of media into most aspects of everyday life, has given rise to a .ne:v form of mo:al perception. This chapter will explore this percepti?n by buildIng a perspective that deals with the moral perceptions of teachers work In terms of the body and the processes inherent within a teacher's bod~ under ~ress~re from ex~ernal surveillance and internal desire. The teacher s body 111 thIS chapter IS a construction that is suitable for the contemporary poli~ics of ?esire that allows for multiliterate pedagogy given the conception of bodily design.
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