Journeying and everydayness as a framework for literacy research and teaching practice

Purpose This paper aims to expand contours of social and cultural theories of literacy by developing a framework emphasizing the necessity of journeying and everydayness in literacy research and teaching practice. The authors situate their analysis in contemporary educational contexts shaped by pervasive English dominance, anti-immigration and Western-centric educational framework – contexts that are important to educational researchers, teacher educators and educators. Design/methodology/approach In theoretically framing the necessity of journeying and everydayness, the authors bring together and extend four areas of research literature. Informed by the findings of grounded theory analysis of “Literacy-in-Practice” reflections in a literacy-research doctoral seminar, the authors develop the framing of journeying and everydayness in literacy research through four interrelated approaches. Findings The authors develop the framing of journeying and everydayness through four interrelated approaches: encouraging community epistemologies; reimagining literacy teaching as nonlinear; telling stories with and through artifacts; and attending to complexities and the complicating of embodied identities. Originality/value The authors conclude with productive implications significant to educational researchers, teacher educators and educators.