1,721,152 research outputs found
Making It Work in the Global South
No full textBeing literate in the 21st century inevitably involves the ability to design, redesign, and make meaning from processes and products afforded by digital technologies (Bass, 2014). However, as Rowsell, Morrell, and Alvermann (2017) highlight, it suggests a world where everyone has constant access to technologies, apps, and social media, and this is simply not the case for many people. In what concerns language learning, Canagarajah (2005) states that students in the language classroom should be provided with opportunities for language socialization, and he claims that the act of locally appropriating English calls for orienting English-language development to a globalization from below. In this way, students reclaim their local identity and voice their place-based beliefs (Prinsloo, 2005), while at the same time focusing on community and culture. In other words, students’ marginalized voices speak. As Moita Lopes (2006) states, the biggest challenge for educators nowadays is to produce knowledge that is also meaningful to people who suffer on the margins of society—the voices from the South. In this chapter, we explore a group of students learning English as an additional language in a public school on the outskirts of Uberlândia, in Brazil, to examine some possibilities and constraints on how they are able to translate literacy into practice and express through meaning-making what counts as relevant to them. We have come together as researchers to analyze a research project concerned with introducing a critical/multi-literacies approach in English teaching. We conclude, by drawing on Compton-Lilly and Halverson (2014), with the assertion that when it comes to literacy, we cannot help being involved, engaged, and interact with what really surrounds us
Socio-Spatial Approaches To Literacy Studies: Rethinking the Social Constitution and Politics of Space
No full textLiteracy studies have begun to examine the spatial dimension of literacy practices in a way that foregrounds space, and that considers space as constitutive to human relations and practices. This chapter provides an introduction to spatial literacy research, providing a guide to key theorists, themes, and studies that have shaped historical and new developments in spatial approaches to literacy practice and pedagogy. It begins by reconceptualising socio-spatial approaches to literacy research and defines terms. Intersections with related social theories are examined, with an emphasis on critical approaches and the politics of space. It clarifies the relationship between socio-spatial and socio-cultural paradigms, revisiting the spatial in seminal socio-cultural research. It covers new ground,including networks, flows, and deterritorialisation of literacy practice. The chapter concludes with challenges and recommendations for future language research and educational practice
Exploring Children's Material/Digital/Analogue Engagements Through Intergenerational Research
No full textIntroduction
No full textMany years ago George Lakoff and Mark Johnson published the seminal Metaphors We Live By (1980). It was their argument that in using myths and metaphors we build the conceptual and emotional structures that guide how we perceive the world and how we act within it. In this, the metaphors we construct are key to understanding our cultures and societies. One of the most powerful metaphors to emerge in contemporary popular culture is the zombie. This book began with the idea that the zombie, as a powerful and unsettling metaphor, provides the opportunity to explore social models – such as ‘childhood’ and ‘school’, ‘class’, ‘gender’ and ‘family’ – that so deeply underpin educational policy and practice as to be rendered invisible. The volume brings together authors from a range of educational sites and disciplines to use contemporary zombie typologies – slave, undead, contagion – to examine the responsiveness of everyday practices of education and schooling such as literacy, curriculum and pedagogy to the new contexts in which children and young people develop identities, attitudes to learning, and engage with the many publics that make up the everyday. Using zombies in this way can, the contributors argue from their different perspectives, provide a lively (dare we suggest ‘undead’) canvas for critical examination of many of the pedagogic and institutional practices of contemporary schooling.</p
Language, ethnography, and education: bridging new literacy studies and Bourdieu
No full textThis frontline volume contributes to the social study of education in general and literacy in particular by bringing together in a new way the traditions of language, ethnography, and education. Integrating New Literacy Studies and Bourdieusian sociology with ethnographic approaches to the study of classroom practice, it offers an original and useful reference point for scholars and students of education, language, and literacy wishing to incorporate Bourdieu’s ideas into their work.More than just a set of stand-alone chapters around social perspectives on language interactions in classrooms, this book develops and unfolds dialogically across three sections: Bridging New Literacy Studies and Bourdieu – Principles; Language, Ethnography and Education - Practical Studies; Working at the Intersections – In Theory and Practice.The authors posit ‘Classroom Language Ethnography’ as a genuinely new perspective with rich and developed traditions behind it, but distinct from conventional approaches to literacy and education — an approach that bridges those traditions to yield fresh insights on literacy in all its manifestations, thereby providing a pathway to more robust research on language in education
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