Agencements sociomatériels et relations dans diverses écologies d'enseignement et d'apprentissage en contexte de réconciliation

In this dissertation written in French, I reconsider the notion of identity in light of sociomaterial theories (posthumanism, new materialism, and Deleuzo-Guattarian philosophy), as well as different Indigenous perspectives, in several multilingual and multimodal teaching and learning ecologies. These theories and perspectives de-center the exceptional role often attributed to human beings in the process of identity construction and recognize the important role played by the material, thereby viewing the world through multiple relations. Thinking with these theories and perspectives within a post-qualitative doctoral inquiry, I move away from conventional qualitative research and articulate the idea of an analytical attunement. This manuscript-based thesis presents three publications which focus on research conducted in multiple ecologies where diverse human and more-than-human participants (objects, children and preteens, digital devices, teachers, languages, researchers, etc.) enter into relationships. The first publication (Forte and Sinclair, 2019) mobilizes the posthumanist concept of intra-action and embodied cognition theory. A vision of identity that is shared and distributed among many material entities emerges through the recognition of the materiality of bodies present in a Grade 1 classroom of the French immersion program in British Columbia (BC). The second publication (Brisson, Forte, André, and Dagenais, 2021) examines interwoven relationships among participants in a multilingual and multimodal storytelling workshop offered in a public library in BC. My co-authors and I challenge the anthropocentric view of literacy practices in which texts are produced by a single human author. The sociomaterial concept of agency leads us to conceive of agency as something other than the sole property of human beings. The third publication (Forte, 2021) traces a few agencements that formed throughout the creation of multilingual and multimodal stories in a mixed Grade 4-5-6 classroom of the BC French immersion program. The notion of identity agencements allows me to move away from a fundamentally anthropocentric view of identities that emerge in school contexts in relations among languages, numeracy and literacy practices, and various objects.