Children’s Moments of “Becoming” in Classrooms: Spatial Production and Multiliteracy Practices

Abstract

While immigrant children’s identity negotiation and their sense of belonging are increasingly highlighted, existing literature remains largely focused on language abilities and identity struggles, often emphasizing rigid definitions of “identity” grounded in blood, language, and culture. Drawing on findings from my dissertation, this comparative ethnographic case study examines the fluidity of identity through literacy practices that help children construct meaning and foster belonging. By analyzing how 10-year-old students’ literacy practices interact with physical and social environments at school, I discuss shared expressions of emotions, power dynamics, the role of language, and variations in the use of cultural materials. These moments of ongoing identity negotiation are captured through the concept of Deluze and Guattaris’ “becoming,” underscoring the need for inclusive practices that value diverse literacies and cultivate a sense of belonging among all students.