Technological and affective literacies

I have been working on the complex questions of multiple literacies since I embarked on a Ph.D. in Education at the University of Warwick (UK) in 1996. Previous to this period of research and reflection, I read for a master's degree in continental philosophy and literature at the same university. During this time, I had noticed a relationship between the philosophical work of French thinkers such as Gilles Deleuze and Felix Guattari (1987) and Michel Foucault (1970) and educational provision. In particular, I wanted to use their critique and reconstructions with respect to the phenomena of children becoming literate through technologies such as the Internet or virtual reality. Applying these philosophies to multiple literacies and educational matters has also lead to understandings and paradigm shifts in my work that have breached areas such as qualitative analysis, constructions of the self, and the realities of power in education.