Possibilities and challenges of early critical literacy practices: Bilingual preschoolers’ exploring multiple voices and gender roles

2016 ◽  
Vol 14 (4) ◽  
pp. 370-388 ◽  
Author(s):  
So Jung Kim
Keyword(s):  
Critical Literacy ◽  
Literacy Practices ◽  
Read Aloud ◽  
Multiple Perspectives ◽  
Gender Ideologies ◽  
Video Recordings ◽  
Multiple Voices ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

Despite the emphasis on the significance of critical literacy, there has been a startling paucity of studies examining how critical literacy pedagogies can be implemented to preschool bilingual settings. In order to address this gap in the research, this qualitative case study examines the possibilities and challenges of critical literacy in bilingual Korean preschool contexts. Based on Freire’s notion that literacy is inherently political, this study focused on six 4-year-old Korean bilingual children’s reading of picture books during a read-aloud session at the Korean Language School in a Midwestern state. The data were collected for 5 months using multiple collection sources such as audio/video recordings, observational field notes, interviews, children’s artifacts, and an informal notebook, including memos and field jottings. Findings suggest that critical literacy helps young bilingual children to explore multiple perspectives and challenge the dominant gender ideologies. For professionals in early childhood education, the study may contribute to our understanding of the significance of critical literacy conversations with bilingual preschool children.

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 28-46
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Creating Spaces for Critical Literacy for Bilingual Learners

2019 ◽  
pp. 1303-1321
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 245-263
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

scholarly journals Young children’s digital literacy practices in the sociocultural contexts of their homes

2020 ◽  
Vol 20 (3) ◽  
pp. 472-499 ◽  
Author(s):  
Kristiina Kumpulainen ◽  
Heidi Sairanen ◽  
Alexandra Nordström
Keyword(s):  
Emergent Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Literacy Learning ◽  
Learning Opportunities ◽  
Daily Lives ◽  
Video Recordings ◽  
Field Notes ◽  
Sociocultural Contexts

This socioculturally framed case study investigates the digital literacy practices of two young children in their homes in Finland. The aim is to generate new knowledge about children’s digital literacy practices embedded in their family lives and to consider how these practices relate to their emergent literacy learning opportunities. The study asks two questions, ‘How do digital technologies and media inform the daily lives of children in their homes? Moreover, how do the sociocultural contexts of homes mediate children’s digital literacy practices across operational, cultural, critical and creative dimensions of literacy?’ The empirical data collection drew on the ‘day-in-the-life’ methodology, using a combination of video recordings, photographs, observational field notes and parent interviews. The data were subjected to thematic analysis following an ethnographic logic of enquiry. The findings make visible how children’s digital literacy practices are intertwined in families’ everyday activities, guided by parental rules and values. The study demonstrates children’s operational, cultural and creative digital literacy practices. The study also points out the need for more attention to children’s critical engagement in their digital literacy practices.

scholarly journals La práctica pedagógica: una experiencia a partir de la perspectiva investigación-acción / Pedagogical Practice: an Experience Based on Research Action Perspective

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Mirian Terán de Serretino
Keyword(s):  
Qualitative Methodology ◽  
Pedagogical Practices ◽  
Human Sciences ◽  
Pedagogical Practice ◽  
Classroom Activities ◽  
Video Recordings ◽  
Field Notes ◽  
Research Action ◽  
Audio Video ◽  
Positive Results

ABSTRACTThis research is based on qualitative methodology perspective of research action. The epistemology is found upon a social-historical approach; it is related to social sciences, also called “human sciences”, because it includes the study of man, its nature, development, relationships, cognitive and creative potential, affective interactions, values, beliefs and feelings. The aim of the research was to transform pedagogical practices of mathematic teachers at the elementary school “Rosario Almarza” at Trujillo State-Venezuela. The study reflects on teachers´ classroom activities and how they perform them. The information was gathered through field notes, interviews, written artifacts, photos and audio/video recordings. Data analysis was done through “source triangulation technique”. This study generated positive results so teachers could improve their pedagogical practices, and act as meaningful learning mediators; also offered a constructivist strategies manual as handout and orientation. The research offered students the opportunity to build learning from cooperative work.RESUMENEsta investigación descansa en la metodología cualitativa de investigación-acción. El enfoque epistemológico que subyace se fundamenta en la tendencia socio-historicista; por cuanto, se inscribe en las ciencias sociales, llamadas también “ciencias humanas”, porque incluye lo relacionado con el estudio del hombre, su naturaleza, desarrollo, relaciones, potencial cognoscitivo y creativo, su interacción afectiva, sus valores, creencias y sentimientos. La investigación tuvo como propósito transformar las prácticas pedagógicas de los profesores de matemática de la Educación Básica en la Institución Educativa “Rosario Almarza” del Estado Trujillo-Venezuela. El trabajo reflexiona sobre lo que hacen los profesores en el aula y la manera cómo lo hacen. La recolección de la información se logro a través de las notas de campo, entrevistas, documentos escritos, fotografías y grabaciones de audio y video. Para analizar la información se utilizó la "técnica de triangulación de fuentes". Este estudio generó resultados positivos para que los docentes mejoren su práctica pedagógica, actúen como mediadores de aprendizajes significativos; además, de ofrecer un manual de estrategias constructivistas como material de apoyo y orientación. En relación con los estudiantes, la investigación les brindó la oportunidad de construir sus propios aprendizajes a partir del trabajo cooperativo.

scholarly journals Exploring the structure and content of discourse in remote, rural South African classrooms

2020 ◽  
Vol 40 (Supplement 2) ◽  
pp. S1-S11
Author(s):  
P. Karen Murphy ◽  
Liesel Ebersöhn ◽  
Funke Omidire ◽  
Carla M. Firetto
Keyword(s):  
South African ◽  
Literacy Practices ◽  
Individual Student ◽  
Sampled Data ◽  
Analytic Thinking ◽  
Rural South ◽  
Video Recordings ◽  
Language Assessments ◽  
Field Notes ◽  
Classroom Literacy

The nature of discourse within classrooms strongly predicts students’ ability to think about, around, and with text and content (i.e. comprehension and critical-analytic thinking). However, little is known about the nature of classroom discourse in remote, rural South African schools, a context in which students face well-documented language challenges. The central aim of the present study was to explore the structure and content of discourse in South African classrooms using the 4 components of the Quality Talk model as a frame for our exploration (i.e. instructional frame, discourse elements, teacher moves and pedagogical principles). Grade 8 student participants from 3 classes and their teacher were sampled. Data sources included individual student language assessments, digital video recordings of classroom literacy practices and field notes. Findings revealed that discourse was predominantly characterised by an efferent stance toward text, and the discussions were primarily teacher controlled and directed. There was little, if any, evidence of students’ critical-analytic thinking. Observations in terms of resilience and narratability as well as implications for research and practice are forwarded.

Speech Methodologies in Cleft Palate Assessment: A Pilot Project to Compare Two Phonetically Different Sentence Sets

2013 ◽  
Vol 20 (1) ◽  
pp. 49-72
Author(s):  
Jennie Smith ◽  
Tim Pring ◽  
Debbie Sell
Keyword(s):  
Cleft Palate ◽  
Pilot Project ◽  
Wilcoxon Test ◽  
Consecutive Series ◽  
Video Recordings ◽  
Significant Difference ◽  
The Difference ◽  
Audio Video ◽  
Age Range ◽  
The Impact

Objective: To investigate the impact of the phonetic content of two sentence sets on speech outcomes, specifically the effects of nasal phonemes. Method: Audio-video recordings of a consecutive series of 15 participants (age range 4–22 years), with cleft palate (syndromic or non-syndromic), with and without velopharyngeal dysfunction were taken. Participants repeated Sentence Set 1 (with nasals across sentences) and Sentence Set 2 (without nasals except the three nasal target sentences) during a routine speech recording. Two experienced Specialist Speech and Language Therapists, blinded to the study’s purpose, analyzed participants’ speech using the Cleft Audit Protocol for Speech-Augmented (CAPS-A). On day 1, recordings included Sentence Set 1. On day 2, 23 days later, recordings included Sentence Set 2. Main results: The difference between Sentence Set 1 and Sentence Set 2 ‘total scores’ (sum of scores on all CAPS-A parameters) was significant. The Pearson Product Moment showed high correlation. A Wilcoxon test revealed a significant difference between Sets 1 and 2 on the hypernasality parameter, and this alone accounted for the significant difference in total scores. Conclusion: The inclusion or exclusion of nasal consonants in the sentence set significantly affected perceptual ratings of hypernasality but none of the other CAPS-A parameters, highlighting the need for further investigation into perceptual nasality ratings.

scholarly journals Exploring Gender Differences in Support for Rightist Parties: The Role of Party and Gender Ideology

2018 ◽  
Vol 14 (01) ◽  
pp. 80-105 ◽  
Author(s):  
Rosie Campbell ◽  
Silvia Erzeel
Keyword(s):  
Gender Differences ◽  
Western Europe ◽  
Gender Ideology ◽  
Radical Right ◽  
Special Issue ◽  
Gender Ideologies ◽  
Populist Radical Right ◽  
And Gender ◽  
The Right

This contribution to the Special Issue on Gender and Conservatism uses expert and election surveys to explore the extent to which the feminist or traditional gender ideology of parties of the right relates to their economic and liberal/authoritarian ideology. We show that although parties of the left generally espouse more feminist ideologies than parties of the right, there are a significant number of rightist parties in Western Europe that combine laissez-faire economic values with liberal feminist ideals. That said, there is more homogeneity among parties of the populist radical right than rightist parties more generally. We find that despite some variation in their gender ideology, parties of the populist radical right overwhelmingly—with the exception of one party in the Netherlands—continue to adopt traditional or antifeminist gender ideologies. In terms of attracting women voters, we find that rightist parties who adopt a feminist gender ideology are able to attract more women voters than other parties of the right. We detect several examples of center-right parties that include feminist elements in their gender ideologies and are able to win over larger proportions of women voters than rightist parties that fail to adopt feminist positions.

scholarly journals IMPROVING THE ASSESSMENT OF CHILDREN AND YOUTH WHO PRESENT WITH GENDER DYSPHORIA: An investigation into patient and parent satisfaction

2020 ◽  
pp. 217-225
Author(s):  
Kathleen Walsh ◽  
◽  
Melissa Jonnson ◽  
Wallace Wong ◽  
Veronique Nguy ◽  
...  
Keyword(s):  
Health Assessment ◽  
Parent Satisfaction ◽  
Children And Youth ◽  
Standards Of Care ◽  
Multiple Perspectives ◽  
Gender Nonconforming ◽  
Gender Diverse ◽  
Assessment And Treatment ◽  
Individualized Approach ◽  
And Gender

Practitioners working with gender non-conforming children and youth ascribe to general guidelines based on the World Professional Association for Transgender Health Standards of Care for the Health of Transsexual, Transgender, and Gender Nonconforming People (2012). These guidelines inform clinical practice and assessment and emphasize the need for gender affirming care, but they do not include strict treatment criteria. Consequently, there are multiple perspectives and approaches in the field regarding effective assessment and treatment of gender diverse and transgender clients. Given the ongoing debate around best practices, the current exploratory research study investigates the perspectives and satisfaction of transgender youth and their parents actively seeking out gender health assessments (e.g., hormone readiness assessments). Twenty-five parents and 22 youth who were accessing gender health services through a community outpatient clinic completed a questionnaire about the gender health assessment process. Survey data was analyzed using descriptive statistics, and portions analyzed using thematic analysis. Similar responsepatterns were found between groups and themes emerged surrounding the need for an individualized approach to care. This study aims to increase clinical understanding of the experiences of those seeking gender health assessment services to inform and improve practices to better serve this community.

Sign in / Sign up

Export Citation Format

Share Document