ABSTRACT
This chapter investigates the complexity of students' material, representational, and embodied mobilities within and across scenes of literacy by considering the ways in which the bounded units of accountable space-time that sequence educational activities are arranged in mobility systems enabling and managing predictable repetitions of movement. It begins with an analysis of the educational alignment initiatives to demonstrate how such systems are comprised of processes and materials that circulate people, objects, ideas, and information at various scales and speeds via a host of routeways. The chapter demonstrates the ways in which the most influential alignment initiative in the US, the Common Core State Standards, is implemented to exert control over the movements of students in and beyond high school. It shows how students' entangled literacies and mobilities can reveal frictions and agencies across routes despite this exertion of control.
