Attachment or Antithesis? Middle School Children and Writing as Relational Consciousness

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avondale-bepress-to-dspace.facultyEducation
avondale-bepress-to-dspace.peer_review_statusPeer reviewed before publication
avondale-bepress.abstract<p>Using a bricolage of design and methodologies, the research findings unpacked in this paper emerged out of a qualitative project that sought to illuminate a key aspect of the ‘four resource model’ of writing. This critical point of speculative focus was the notion of the habitus-writing connection, and how, if at all, it arose within the writing of twenty-six grade six students in one Catholic school in northern California. The ‘four resource model’ takes up Bordieu’s1 concept of habitus as being internalized predispositions, which are the ‘product of a shared history in a child’s family’2 In regard to writing, it has been ventured that young children are subject to both the home life literary influences, as well as the literary aspects within their socio-cultural spheres. However, these influences are not set in cognitive-concrete, as they also appear to place their own perspectives into the texts they create: innovating and exploring as they write. While initial interrogation of the data revealed evidence of a habitus related to genre, ensuing ‘focused coding’ revealed evidence of a secondary layer of reflexivity underpinning the surface features of their texts. This layer of meaning making had characteristics of a melding of attachment and the spiritual notion of ‘relational consciousness.’ It would appear that, for these children at least, a key component of personal writing is a connectivity grounded in relationships.</p>
avondale-bepress.articleid1052
avondale-bepress.authorsPhil Fitzsimmons
avondale-bepress.authorsEdie Lanphar
avondale-bepress.context-key14292232
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/edu_chapters/52
avondale-bepress.document-typebookchapter
avondale-bepress.field.author_faculty_disciplineEducation
avondale-bepress.field.bookWriting Spaces: Writing as Transformative, Scholarly and Creative Practice pp. 21-31
avondale-bepress.field.comments<p>Due to copyright restrictions this book chapter is unavailable for download.</p> <p>Copyright © 2019 by Koninklijke Brill NV, Leiden, The Netherlands.</p> <p>Staff and Students of Avondale College may access <em>Writing spaces: Writing as transformative, scholarly and creative practice</em> from Avondale College Library via a Library Primo search <a href="http://www.avondale.edu.au/library">here</a>.</p>
avondale-bepress.field.custom_citation<p>Fitzsimmons, P., & Lanphar, E. (2019). Attachment or antithesis? Middle school children and writing as relational consciousness. In E. Lemi, E. Midgette, & J. Seymour (Eds.), <em>Writing spaces: Writing as transformative, scholarly and creative practice</em> (pp. 21-31). Leiden, The Netherlands: Brill. Retrieved from <a href="https://ebookcentral.proquest.com/lib/avondale/detail.action?docID=5741307" target="_blank">https://ebookcentral.proquest.com/lib/avondale/detail.action?docID=5741307</a></p>
avondale-bepress.field.email_boxtrue
avondale-bepress.field.embargo_date2019-04-17T00:00:00Z
avondale-bepress.field.field_of_education07 Education
avondale-bepress.field.for130105 Primary Education (excl. Maori)
avondale-bepress.field.isbn9789004394315
avondale-bepress.field.peer_reviewBefore publication
avondale-bepress.field.publication_date2019-03-01T00:00:00Z
avondale-bepress.field.reportable_itemsB1
avondale-bepress.field.source_publication<p>This book chapter was originally published as:</p> <p>Fitzsimmons, P., & Lanphar, E. (2019). Attachment or antithesis? Middle school children and writing as relational consciousness. In E. Lemi, E. Midgette, & J. Seymour (Eds.), <em>Writing spaces: Writing as transformative, scholarly and creative practice</em> (pp. 21-31). Leiden, The Netherlands: Brill. Retrieved from <a href="https://ebookcentral.proquest.com/lib/avondale/detail.action?docID=5741307" target="_blank">https://ebookcentral.proquest.com/lib/avondale/detail.action?docID=5741307</a></p> <p>ISBN: 978-90-04-39431-5</p>
avondale-bepress.keywordsattachment
avondale-bepress.keywordsspirituality
avondale-bepress.keywordswriting
avondale-bepress.keywordsmiddle school
avondale-bepress.label52
avondale-bepress.publication-date2019-03-01T00:00:00Z
avondale-bepress.publication-titleEducation Book Chapters
avondale-bepress.statepublished
avondale-bepress.submission-date2019-04-17T22:47:50Z
avondale-bepress.submission-pathedu_chapters/52
avondale-bepress.titleAttachment or Antithesis? Middle School Children and Writing as Relational Consciousness
avondale-bepress.typearticle
dc.contributor.authorLanphar, Edie
dc.contributor.authorFitzsimmons, Phil
dc.date.accessioned2023-11-01T00:28:31Z
dc.date.available2023-11-01T00:28:31Z
dc.date.issued2019-03-01
dc.date.submitted2019-04-17T22:47:50Z
dc.description.abstract<p>Using a bricolage of design and methodologies, the research findings unpacked in this paper emerged out of a qualitative project that sought to illuminate a key aspect of the ‘four resource model’ of writing. This critical point of speculative focus was the notion of the habitus-writing connection, and how, if at all, it arose within the writing of twenty-six grade six students in one Catholic school in northern California. The ‘four resource model’ takes up Bordieu’s1 concept of habitus as being internalized predispositions, which are the ‘product of a shared history in a child’s family’2 In regard to writing, it has been ventured that young children are subject to both the home life literary influences, as well as the literary aspects within their socio-cultural spheres. However, these influences are not set in cognitive-concrete, as they also appear to place their own perspectives into the texts they create: innovating and exploring as they write. While initial interrogation of the data revealed evidence of a habitus related to genre, ensuing ‘focused coding’ revealed evidence of a secondary layer of reflexivity underpinning the surface features of their texts. This layer of meaning making had characteristics of a melding of attachment and the spiritual notion of ‘relational consciousness.’ It would appear that, for these children at least, a key component of personal writing is a connectivity grounded in relationships.</p>
dc.description.versionBefore publication
dc.identifier.citation<p>Fitzsimmons, P., & Lanphar, E. (2019). Attachment or antithesis? Middle school children and writing as relational consciousness. In E. Lemi, E. Midgette, & J. Seymour (Eds.), <em>Writing spaces: Writing as transformative, scholarly and creative practice</em> (pp. 21-31). Leiden, The Netherlands: Brill. Retrieved from <a href="https://ebookcentral.proquest.com/lib/avondale/detail.action?docID=5741307" target="_blank">https://ebookcentral.proquest.com/lib/avondale/detail.action?docID=5741307</a></p>
dc.identifier.isbn9789004394315
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/14292232
dc.language.isoen_us
dc.provenance<p>This book chapter was originally published as:</p> <p>Fitzsimmons, P., & Lanphar, E. (2019). Attachment or antithesis? Middle school children and writing as relational consciousness. In E. Lemi, E. Midgette, & J. Seymour (Eds.), <em>Writing spaces: Writing as transformative, scholarly and creative practice</em> (pp. 21-31). Leiden, The Netherlands: Brill. Retrieved from <a href="https://ebookcentral.proquest.com/lib/avondale/detail.action?docID=5741307" target="_blank">https://ebookcentral.proquest.com/lib/avondale/detail.action?docID=5741307</a></p> <p>ISBN: 978-90-04-39431-5</p>
dc.subjectattachment
dc.subjectspirituality
dc.subjectwriting
dc.subjectmiddle school
dc.titleAttachment or Antithesis? Middle School Children and Writing as Relational Consciousness
dc.typeBook Chapter
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