Drawing from a network case study, this article traces enactments of a letter writing enquiry in one Kindergarten public school classroom in New York City, and in doing so, explores both the affordances and limitations of sociomaterial approaches employed by the researcher towards school literacies. Looking down at one morning meeting revealed rotting pumpkins, playdough, pocket charts and cheese sandwiches, doing the work of environmental nonprofits, DOE officials, and cafeteria staff, all becoming entangled with the teacher and students in solving the problem of food waste at lunch, and ultimately to students writing letters to their school administrators. Yet, in looking out from this same data, I reconsider how the curriculum was not only constituted by networks of circulating materials, but also by networks circulating students' bodies into unequal school spaces, fuelling changes in the school’s enrolment and funding through neighbourhood gentrification. I propose ways in which sociomaterial accounts of literacy curriculums may contribute bridgework along with accounting for structural inequalities mobilized in and through schools.

本文借鉴网络案例研究，追溯了纽约市一所幼儿园公立学校教室中写信调查的实施，并在此过程中探讨了研究人员对学校识字所采用的社会材料方法的可供性和局限性。低头看一上午的会议，发现腐烂的南瓜、橡皮泥、袖珍图表和奶酪三明治，做环保公益组织、DOE 官员和食堂工作人员的工作，都在与老师和学生纠缠在一起解决午餐时的食物浪费问题，并最终给学生写信给他们的学校管理人员。然而，从同样的数据中看出来，我重新考虑了课程如何不仅由流通材料网络构成，而且还由流通学生的网络构成。机构进入不平等的学校空间，通过社区高档化推动学校招生和资金的变化。我提出了一些方法，在这些方法中，扫盲课程的社会物质解释可以在解释学校内部和通过学校动员的结构性不平等的同时起到桥梁作用。