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1.
Abstract

This article investigates the relationship between new technologies, pedagogy and cultural diversity. It is clear from the project discussed in this article that studying diversity issues on-line provides scope for developing what has been called cultural literacy following Bourdieu's (1990) notion of ‘different ways of seeing’. However, there are a number of unintended effects of power that emerge in this new cultural field which need examination. These include the importance of understanding the embodied context as much as the virtual, the need to be explicit about literacy practices to challenge the dominant liberal discourse of ‘voice’ in on-line discussion, and the effects of power that emanate from teaching and learning in this field.  相似文献   

2.
Over the last two decades, teachers in Australia have witnessed multiple incarnations of the idea of ‘educational accountability’ and its enactment. Research into this phenomenon of educational policy and practice has revealed various layers of the concept, particularly its professional, bureaucratic, political and cultural dimensions that are central to the restructuring of educational governance and the reorganization of teachers’ work. Today, accountability constitutes a core concept of neoliberal policy-making in education, both fashioning and normalizing what counts as teacher professionalism in the ‘audit society.’ This article focuses specifically on the recent introduction by the Australian Federal Government of standardised literacy testing in all states across Australia, and raises questions about the impact of this reform on the work practices of English literacy teachers in primary and secondary schools. We draw on data collected as part of a major research project funded by the Australian Research Council, involving interviews with teachers about their experiences of implementing standardised testing. The article traces the ways in which teachers’ work is increasingly being mediated by standardised literacy testing to show how these teachers grapple with the tensions between state-wide mandates and a sense of their professional responsibility for their students.  相似文献   

3.
This article aims at describing a Norwegian contemporary context as basis for developing a perspective on aesthetic education. The Norwegian concept for Bildung is ‘dannelse’ or ‘danning’. The notion of cultural literacy will be considered as one contemporary conception of Bildung in a Norwegian context. The article consists of three parts. In the first part recent developments of the understanding of what ‘danning’ implies in Norwegian educational context are presented, with special focus on the dynamics between the general and the individual. As the second part of the article a study of arts and culture in Norway is presented briefly. In the third part Gunther Kress’ (Literacy in the new media age, 2003; The conference reading images: multimodality, representation and new media, 2004; Contemporary issues in educational studies and research. An exploration in the frame of a social semiotic multimodal theory of meaning-making, 2012) theory of multimodality, and the concept ‘literacy’, including cultural literacy is introduced. Cultural literacy is suggested to be a concept describing ‘danning’ from the perspective of late modernity. The fourth part of the article comprises the presentation of a few research and development projects focusing on arts, culture and aesthetic education in Norway—with a side glance to Sweden and Finland. The examples illustrate more concretely what an aesthetic education might be. The competence of the teacher is underlined as a prerequisite for qualified teaching of arts subjects, as well as for teaching with an aesthetic perspective as a leading thread in all teaching. Through the focus on meaning making, the aesthetic approach may contribute to the qualification of a conception of ‘danning’ as cultural literacy.  相似文献   

4.
The ethnographic literature on literacy is marked by a characteristic divide between ‘ideological’ and ‘autonomous’ positions, the former being associated with the sociocultural approach adopted within the ‘New Literacy Studies’ (NLS) and the work of Brian Street, and the latter with the work of Jack Goody. The polarization between the approaches has led to certain themes associated with the work of Goody and his ‘literacy thesis’ being excluded from ethnographic writing and theory. Such themes included the attributes and consequences of literacy as a ‘technology’, and the association of literacy acquisition with social mobility and progressive forms of social change. The article is based on ethnographic fieldwork in Bangladesh and a review of the recent ethnographic literature from a range of cultural settings. It examines the case for a more inclusive and comparative approach based on the emergent ‘situated’ perspective. It suggests revisionist readings of ethnographic accounts recognizing cross‐cultural patterns of utility, and the significance of literacy for human agency, gender relations, and well‐being. Presenting an ethnographic case study of women’s literacy in N/W Bangladesh it draws out the theoretical significance of such a shift in how we research and understand the consequences of literacy acquisition. The paper concludes by suggesting some implications of such a perspective for adult literacy policy and practice.  相似文献   

5.
This paper examines some intersections among school literacy events and practices, identity formation, and the institutional practice known in the US as tracking. During a year‐long, critical ethnographic study to examine how a team‐taught, interdisciplinary curriculum impacted the development of students’ literacies, it was found that not only the literacies, but also identities, were being shaped and developed. Particular literacy events led the students to perceive that they were being encouraged to think of and comport themselves in distinct ways, based on their status as ‘honours students’. Classroom practices created a culture of privileged performativity for the students through which they came to perceive that recognition as an ‘honours student’ had less to do with deep, intellectual, and critical understanding and communication of important ideas than with the ability to perform in specific, rather superficial ways. For the participants, ‘honours’ identity was tied discursively and materially to a set of constructs that stemmed from competing and contradictory views about how one becomes an ‘honours student’. Key literacy events and practices through which ‘honours’ identity was recruited and enacted were inherently undemocratic, despite the teachers’ stated commitment to democratic pedagogies.  相似文献   

6.
As in many other parts of the world, ‘academic literacy’ has emerged as both a concern and a contested concept in South African universities. In this article we focus specifically on academic reading, which we argue is a relatively underemphasized aspect of academic literacy. This article is the product of reflections on academic reading during and subsequent to the development and presentation of a postgraduate module presented at Stellenbosch University. It briefly explores the literature on academic literacy; develops the Bourdieusian perspective on academic reading that we used to develop the module; and concludes with a discussion of the module. Our intention was to make ‘reading as social practice’ more visible to students. Bourdieu's concepts of ‘competence’, ‘habitus’ and ‘field’ set the scene for a discussion of the role of reading in different disciples and more generally within the social sciences and humanities.  相似文献   

7.
This paper addresses ‘the gift’ as the central concept in a discussion about the literacy education for new immigrants that has been developing in Taiwan since the early 1990s. The point of departure for this discussion is the advent of international marriages that are the consequence of new arrivals from Southeast Asia and China, and their effect guest/host relationship. In the first half of the article, I apply Marcel Mauss' idea of gift in order to examine the interactions within this host/guest relationship, engaging the ideologies that underpin the new immigrants' literacy education, and the ways in which new immigrants are identified in Taiwanese society. In the second half of this article, I use Jacques Derrida's critique of Mauss' theory of the gift to explore Derrida's own idea of the gift, with the particular objective of evaluating the question of how national identity in Taiwanese society relates to the new immigrants' literacy education policy.  相似文献   

8.
A variety of important life consequences for literacy are widely assumed in the contemporary discourse on adult literacy with little, if any empirical research to support them. As a result, they have been variously labelled as ‘myths’ (Coombs 1985), ‘doubtful promises’ (Hinzen 1983), proclamations of ‘faith’ (Winchester 1990) and ‘claims in search of reality’ (Wagner 1992). Part of the problem here is that the effects of literacy are often identified without first defining what literacy is. Naturally, if literacy is ambiguously or broadly defined, virtually any consequence can be attributed to it. Thus, the first task of any researcher, educator or policymaker involved with issues of adult literacy is to make his or her definitions of literacy and the scope of each definition's applicationsexplicit. Within the field of adult literacy education, Lytle and Wolfe (1989) provide a useful conceptual categorization for literacy in terms of four metaphors: literacy as skills, tasks, practices and critical reflection. This paper extends Lytle and Wolfe's framework to identify what consequences are attributed to literacy within each of the four metaphors, focusing on adults in the developing world.  相似文献   

9.
This article outlines a four‐year‐old child's multi‐modal encounters with texts and analyses one of those encounters in the light of a framework for the analysis of such events. It is argued that this analysis leads to the conclusion that the experiences with texts that permeate young children's lives are complex in nature and that this complexity is not sufficiently addressed in relevant curriculum frameworks. Further, it is suggested that young children's encounters with televisual texts need to be identified as emergent techno‐literacy practices which should be supported and extended in ways which correlate to the strategies used with regard to print‐based texts.  相似文献   

10.
While much has been written about the implications for ‘literacy’ of practices surrounding digital technologies, there has been surprisingly little research investigating new literacies in primary classrooms. This review examines the kinds of understandings that have been generated through studies of primary literacy and technology reported during the period 2000–2006. It uses Green's distinction between ‘operational’, ‘cultural’ and ‘critical’ dimensions of primary literacy to investigate the focus and methodology of 38 empirical studies. It explores ways in which research may be informed by assumptions and practices associated with print literacy, but also highlights the kinds of studies which are beginning to investigate the implications of digital texts for primary education. The paper concludes by arguing for further ethnographic and phenomenological studies of classroom literacy practices in order to explore the complex contexts which surround and are mediated by digital texts.  相似文献   

11.
This article draws on data from two recent research studies of children's language and literacy development in the context of their work in school‐based creative arts projects. Using observations of children (ages 3 to 11) and teachers at work, the article examines the ways in which the activities in such projects open up opportunities for children to talk with each other and with adults by generating a ‘workshop’ atmosphere. Children's authentic and wide‐ranging talk in creative arts projects encompasses personal, social, imaginary and real‐world themes which, we argue, is rare in other curriculum contexts. As schools are encouraged to develop ‘creative partnerships’ with artists and arts organisations, the article highlights the role of the teacher in observing and promoting these experiences as occasions for children's language development.  相似文献   

12.
李珊 《天津教育》2021,(9):72-73,76
众所周知,英语相比于其他学科来讲难度系数比较高,对学生的综合能力要求也比较高,这就需要教师采取措施来帮助他们学习,而传统文化作为我国优秀的文化遗产,应将其较好地融入课堂教学活动中,这不仅可以提高学生的爱国情感,还可以帮助他们树立正确的人生价值观。本文针对传统文化融入小学英语教学的实践展开深入研究,针对问题也提出一些可行的对策,提高学生的文化素养。  相似文献   

13.
Multicultural education can be seen as generally premised on two assumptions. The first is often made explicit: that children should learn not to discriminate unfairly on grounds of ethnicity or culture. To this degree, multiculturalism is clearly morally educative, encouraging children to see others in terms of their common humanity rather than their cultural differences. The second is more implicit and diffuse: that sensitivity to cultural and ethnic difference ipso facto promotes social justice and/or harmony between people(s) and thus is morally educative. Further implicit in this is that persons with different cultural practices are ipso facto ‘more different’ than those in similar relationships (such as neighbour, friend, customer, employee or whatever) but belonging to the same cultural groups, in terms of their lived experience. The concept ‘more different’ implies that ‘difference’ can be measured, and as a basis for policy, it further implies that such measurement can be objective. This article challenges this latter set of assumptions, drawing on ideas from nihilism, existentialism, poststructuralism and discursive psychology. If degrees of difference in lived experience cannot be objectively (or even intersubjectively) measured, then assumptions about how culture ‘fixes’ life experience may have undesirable, rather than desirable effects, and may counter, rather than reinforce, the explicit aim of multicultural education to reduce ethnic and cultural discrimination. Individual positioning may be as important as cultural heritage in determining differences in life experience, and thus possibilities for moral action, yet learners may not be able to respond to persons as individuals on the basis of an understanding of collective cultural differences.  相似文献   

14.
Claire John 《Literacy》2009,43(3):123-133
Changes in the teaching of reading during the past decade include a shift away from a previous emphasis on ‘one‐to‐one’ learning experiences to a focus upon more communal forms of learning which place the teacher center stage. With the teacher's role thus highlighted, teacher–pupil interaction in practice has come under the spotlight, with a number of studies raising concerns about the quality of teaching taking place and suggesting this is featuring more traditional patterns of ‘IRF’ exchanges between teachers and pupils, which are limiting to children's learning. This article reports on a small‐scale study into teacher–pupil interaction styles during three Key Stage 1 ‘shared reading’ sessions – an activity in which teacher and children work together on an enlarged, illustrated text, with the teacher explicitly modeling components of the reading process to children. The article considers the more tacit modelling taking place during these sessions and how particular linguistic patterning used by teachers frames reading as an educational and cultural activity in ways that position children differentially in relation to it. In particular, it considers how variation in the use of the IRF exchange can mediate different cultural meanings about what it is to engage with text as a reader.  相似文献   

15.
This paper explores the possibilities for pedagogy inherent in the reading practices which emerged from an extra‐curricular graphic novel reading group set up in a Scottish secondary school. The research is presented within the framework of the new literacy studies and its focus on ‘practices’ and ‘events’ but, more specifically, it uses the framework developed by researchers working on the Literacies for Learning in Further Education Project conducted recently in the United Kingdom. This framework allows a more detailed exploration of ‘events’ by unpacking the fine‐grained aspects that compose a literacy practice. This paper aims to identify, trace and analyse the aspects of the emerging new practice of this reading group. While the framework it employs is based on an opposition between curricular and non‐curricular practices, the data presented in this paper derives from an extra‐curricular activity uniquely positioned inside the school but outside of the official curriculum. By focusing on notions of identity and process in particular, the paper presents a critique of the ways in which literacy practices which take place outside of the classroom have been undervalued or ignored by educational policy and practice.  相似文献   

16.
In the authors' research with Pakistani and Bangladeshi heritage parents, some teachers, head teachers and other educational professionals referred to the South Asian parents as ‘hard to reach’. Whilst it was clear from the parents that they were not very, and in some cases not at all, involved in their children's schools and knew little about the education system or what their children were doing in school, it was also very apparent that the parents were not ‘difficult’, ‘obstructive’, or ‘indifferent’—the kind of behaviour ‘hard to reach’ implies. The article therefore considers that rather than parents being ‘hard to reach’, it is frequently the schools themselves that inhibit accessibility for certain parents. The authors challenge the cultural interference model, arguing that it is incorrect and pathologises parents. The article arises out of a two‐year, Economic and Social Research Council funded, qualitative study of Bangladeshi and Pakistani heritage families and schools, in the north‐east of England.  相似文献   

17.
This article investigates the application of Philip Pettit's concept of freedom as non‐domination to the issues of educational standards and the negotiated curriculum. The article will argue that freedom as non‐domination (and the connected concept of debating contestations as part of a legitimate democratic state) shines a critical light on governmental practice in England over the past two decades. Joshua Cohen's proposal of an ideal deliberative procedure is offered as a potential mechanism for the facilitation of debating contestations between stakeholders over the curriculum. Cohen places particular importance on the participants being ‘formally and substantively equal’ in the proceedings and being able to ‘recognize one another as having deliberative capacities’. It will be argued that formal and substantive equality between children and responsible adults is highly problematic due to the ‘considerable interference’ (Pettit) teachers and adults have to make in children's lives. However, the article does offer examples of children's deliberative capacities on the issue of the curriculum (in response to Cohen).  相似文献   

18.
What happens when standardised literacy assessments travel globally? The paper presents an ethnographic account of adult literacy assessment events in rural Mongolia. It examines the dynamics of literacy assessment in terms of the movement and re-contextualisation of test items as they travel globally and are received locally by Mongolian respondents. The analysis of literacy assessment events is informed by Goodwin's ‘participation framework’ on language as embodied and situated interactive phenomena and by Actor Network Theory. Actor Network Theory (ANT) is applied to examine literacy assessment events as processes of translation shaped by an ‘assemblage’ of human and non-human actors (including the assessment texts).  相似文献   

19.
The empirical data collected for this article are derived from an analysis of the ideology and practice of English teachers working in three contrasting secondary schools. The analysis of the data reveals the following findings. The concept of personal growth, expressed in the pedagogy advocated by the London School, retains its ability to provide, for contemporary teachers of English, an underpinning rationale for their work. The pedagogical practices advocated by the London School writers ‐ the use of oracy, the reading of contemporary children's literature and the drafting process ‐ are supported by the respondents. Observation of lessons reveals that the respondents, through their use of mediating practices, are able to ‘deliver’ the cultural products of standard English and the literary canon in ways which retain elements of the process‐based pedagogy advocated by the London School writers. The respondents do not, however, recognise this aspect of their classroom practice in their rhetorical representation of their work. The article concludes with the argument that the demand, by powerful external agencies, for the subject of English to furnish each new generation with icons of cultural stability in the form of spoken and written standard English and a knowledge of the literary heritage, has not declined. A less oppositional response on the part of English teachers to the demand that the subject deliver the cultural products outlined above, based upon a recognition of their use of mediating practices, may, it is argued, provide a means whereby the practitioners of the subject gain more control over its present condition and its future direction.  相似文献   

20.
In this paper we consider the place of early childhood literacy in the discursive construction of the identity(ies) of ‘proper’ parents. Our analysis crosses between representations of parenting in texts produced by commercial and government/public institutional interests and the self‐representations of individual parents in interviews with the researchers. The argument is made that there are commonalities and disjunctures in represented and lived parenting identities as they relate to early literacy. In commercial texts that advertise educational and other products, parents are largely absent from representations and the parent's position is one of consumer on behalf of the child. In government‐sanctioned texts, parents are very much present and are positioned as both learners about and important facilitators of early learning when they ‘interact’ with their children around language and books. The problem for which both, in their different ways, offer a solution is the “not‐yet‐ready” child precipitated into the evaluative environment of school without the initial competence seen as necessary to avoid falling behind right from the start. Both kinds of producers promise a smooth induction of children into mainstream literacy and learning practices if the ‘good parent’ plays her/his part. Finally, we use two parent cases to illustrate how parents' lived practice involves multiple discursive practices and identities as they manage young children's literacy and learning in family contexts in which they also need to negotiate relations with their partners and with paid and domestic work.  相似文献   

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