Designing interpretive communities toward justice: indexicality in classroom discourse

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Scott Storm ◽  
Karis Jones ◽  
Sarah W. Beck
Keyword(s):  
High School ◽  
Social Design ◽  
High School English ◽  
Multimodal Texts ◽  
Literary Scholarship ◽  
Content Type ◽  
Social Nature ◽  
The Social ◽  
English Classroom ◽  
Interpretive Communities

Purpose This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions. Design/methodology/approach Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality. Findings The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community. Originality/value This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.

From Picturebooks to Propaganda

2019 ◽  
pp. 70-92
Author(s):  
Dani Kachorsky ◽  
Frank Serafini
Keyword(s):  
High School ◽  
World War Ii ◽  
Classroom Instruction ◽  
First Century ◽  
Visual Design ◽  
World War ◽  
Multimodal Literacy ◽  
High School English ◽  
Multimodal Texts ◽  
English Classroom

Literacy researchers and educators assert that expanding the ELA curriculum to include visual and multimodal literacy is necessary to meet the demands of the twenty-first century. Researchers suggest that developing visual and multimodal literacies can be accomplished by teaching students to use a metalanguage of visual grammar. This gives students the tools they need to discuss and analyze visual and multimodal texts. This chapter considers how a metalanguage of visual grammar is developed in one high school English classroom during World War II literature unit that featured a number of multimodal texts. The authors explore 1) how wordless picturebooks can be used to scaffold students reading of multimodal texts, 2) how wordless picturebooks can be used to develop students' metalanguage of visual design, and 3) how students utilize their developing metalanguage when analyzing and discussing multimodal texts. Insights for classroom instruction are provided.

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)

2015 ◽  
Vol 1 (2) ◽  
pp. 11-26
Author(s):  
Alamsyah Harahap ◽  
Emzir Emzir
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Analysis Model ◽  
High School English ◽  
Classroom Discourse Analysis ◽  
English Teaching ◽  
Teacher Students ◽  
English Classroom

English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.

Studying dementia: the relevance of the fourth age

2014 ◽  
Vol 15 (4) ◽  
pp. 241-243 ◽  
Author(s):  
Chris Gilleard ◽  
Paul Higgs
Keyword(s):  
Design Methodology ◽  
Later Life ◽  
Cultural Significance ◽  
Content Type ◽  
Fellow Citizen ◽  
Social Nature ◽  
Cultural Imaginary ◽  
The Social ◽  
The Mind ◽  
Person With Dementia

Purpose – To better understand the social nature of dementia, it is important to understand its cultural significance and the role that it plays in re-articulating later life. In this new terrain of ageing it may be worth exploring how the idea of the fourth age can help us better understand the nature of dementia and the way in which its cultural role affects both social and health policies. The paper aims to discuss these issues. Design/methodology/approach – Gilleard and Higgs (2010) argue that the fourth age now serves as a “cultural imaginary” of the deepest and darkest aspects of old age and that dementia figures prominently in fashioning it. Findings – The scope for exploring dementia as a component of the cultural imaginary of the fourth age has already been demonstrated through the small but growing number of studies that have explored the fear of dementia. Originality/value – An avenue for further exploration is the distinction between a fear of losing one's mind (as in the pre-modern meaning of dementia) and the fear of losing one's place (as in the loss of status associated with dependency). Arguably the former exercises a greater influence than the latter, and raises the question of distinguishing between narratives and practices that sustain the mind of the person with dementia and those that sustain the position of the person with dementia as fellow citizen or fellow countryman or woman.

Composing Texts and Identities in an Alternative High School English Class

2014 ◽  
pp. 479-497 ◽  
Author(s):  
Mary Beth Hines ◽  
Michael L. Kersulov ◽  
Leslie Rowland ◽  
Rebecca Rupert
Keyword(s):  
High School ◽  
Digital Media ◽  
Literacy Practices ◽  
Alternative High School ◽  
Literacy Skills ◽  
High School English ◽  
Theater Of The Oppressed ◽  
Children's Book ◽  
English Class ◽  
The Social

This chapter is drawn from a qualitative case study of one alternative high school English class, tracing students' engagement and resistance with digital media and school-based literacy practices, exploring how each student's use of literacy and digital media led to the formation of particular identities in the social sphere of the classroom. In this chapter the authors focus on two students, Callie--loud and socially dominant-- and Nina, quiet, reserved, outside the social circle. The authors trace the students' respective discursive practices in two composition units-- a multimodal children's book unit and a Theater of the Oppressed unit. The chapter argues that both young women have strong literacy skills and are strategic in using them, thereby creating particular identities as they produced texts.

An analysis of the presentation of Sikhism in social studies textbooks

2018 ◽  
Vol 13 (2) ◽  
pp. 238-253
Author(s):  
Sean Colbert-Lewis ◽  
Drinda E. Benge
Keyword(s):  
High School ◽  
Content Analysis ◽  
Social Studies ◽  
Critical Pedagogy ◽  
Middle Grades ◽  
National Council ◽  
Content Type ◽  
Religious Literacy ◽  
The Social ◽  
Social Studies Textbooks

Purpose The increase of Islamophobia-inspired hate crimes toward Sikh Americans led the Sikh Coalition of America and the National Council for the Social Studies to request social studies educators to conduct a content analysis on the presentation of Sikhism in social studies textbooks. The Sikh Coalition hopes to use the findings of such research to encourage more appropriate inclusion about the religion in textbooks by the leading publishing companies and as a legitimate social studies subject of instruction in the state standards for all 50 states. The paper aims to discuss this issue. Design/methodology/approach The incorporation of critical pedagogy, as a tool of critical multiculturalism, serves as the theoretical design of this study. Content analysis serves as the method of research for this study. The authors also employed an online survey to determine the scope of religious literacy of the pre-service teachers with regard to Sikhism before the conducting of content analysis of social studies textbooks for the presentation of Sikhism. Findings The current presentation of Sikhism in social studies textbooks has the potential to help fuel the Islamophobia that Sikh Americans now face. The authors found that the pre-service teachers possess little religious literacy regarding Sikhism. Furthermore, from the content analyses, the authors found that a total of 21 out of the sample of 32 textbooks (5 elementary, 11 middle grades and 16 high school) mention Sikhism. Eight textbooks include a mention of the origins of Sikhism. Nine textbooks misidentify the religion as a blending of Hinduism and Islam. Nine textbooks mention the religion in relation to the assassination of Indira Gandhi. Research limitations/implications The originality of this research led the authors to find that the very limited and inaccurate information we found present in the most-used textbooks for elementary, middle grades and high school social studies made the employing of inferential statistics like correlation difficult. Also, the authors found from the literature that research addressing Islamophobia in the classroom has centered on the role of licensed teachers only. The research gives a model to how pre-service teachers may address Islamophobia in the classroom and also gain religious literacy regarding Sikhism. Practical implications The rise of Islamophobia-inspired violence toward students of South Asian descent has led to the call to address this matter. The research introduces a method to how social studies education professors may help engage their pre-service teachers in proactively addressing Islamophobia. Social studies professors have a responsibility to help promote social justice through critical pedagogy that explores the religious literacy of their pre-service teachers beyond Buddhism, Christianity, Hinduism, Islam and Judaism. Social implications The Sikh Coalition, by telephone, has formally acknowledged to the authors that the textbook research has been the most extensive they have received since making their joint request with the National Council for the Social Studies. They have used the research to successfully convince the state education boards of Texas and recently Tennessee to adopt the inclusion of Sikhism in social studies content. More Americans, at a young age, need to learn about Sikh culture, so they are less likely to develop prejudicial ideas about Sikh Americans and commit violent acts of religious-based discrimination. Originality/value The research is extremely rare. To date, no one else in the country has conducted research on the presentation of Sikhism in textbooks to the extent that the authors have. The authors hope that the research will encourage more dialogue and further research. The authors hope that the research will help prevent further acts of religious-based violence toward followers of the world’s sixth largest religion.

Broken bridges: a social network perspective on urban high school leadership

2018 ◽  
Vol 56 (5) ◽  
pp. 562-584 ◽  
Author(s):  
Yi-Hwa Liou ◽  
Alan J. Daly
Keyword(s):  
High School ◽  
Social Network ◽  
School Leadership ◽  
High School Principals ◽  
School Principals ◽  
Urban High School ◽  
Content Type ◽  
Innovative Climate ◽  
The Social ◽  
Secondary School Leadership

Purpose Secondary school leadership provides multiple challenges in terms of the diversity of tasks, multiple demands on time, balancing communities and attending to instructional programming. An emerging scholarship suggests the importance of a distributed instructional leadership approach to high school leadership. However, what has been less thoroughly explored is how secondary school leadership is distributed leaders across a school district. The purpose of this paper is to investigate the social structure and positions urban high school principals occupy in the district system. Design/methodology/approach This study was conducted in one urban fringe public school district in southern California serving diverse students populations. The data were collected at three time points starting in Fall 2012 and ending in Fall 2014 from a district-wide leadership team including all central office and site leaders. All leaders were asked to assess their social relations and perception of innovative climate. The data were analyzed through a series of social network indices to examine the structure and positions of high school principals. Findings Results indicate that over time high school principals have decreasing access to social capital and are typically occupying peripheral positions in the social network. The high school principals’ perception of innovative climate across the district decreases over time. Originality/value This longitudinal study, one of the first to examine high school principals from a network perspective, sheds new light on the social infrastructure of urban high school principals and what this might mean for efforts at improvement.

scholarly journals Ecology-centred accounting for biodiversity in the production of a blanket bog

2017 ◽  
Vol 30 (7) ◽  
pp. 1537-1567 ◽  
Author(s):  
Thomas Cuckston
Keyword(s):  
Biodiversity Conservation ◽  
Ecological Systems ◽  
Productive Force ◽  
Content Type ◽  
Social Nature ◽  
The Social ◽  
Blanket Bog ◽  
Scale Network ◽  
Human Actors

Purpose The purpose of this paper is to analyse the role of ecology-centred accounting for biodiversity in efforts to conserve biodiversity. Design/methodology/approach The paper examines a case study of biodiversity conservation efforts to restore a degraded blanket bog habitat. The analysis adopts a social nature perspective, which sees the social and the natural as inseparably intertwined in socio-ecological systems: complexes of relations between (human and non-human) actors, being perpetually produced by fluid interactions. Using a theoretical framework from the geography literature, consisting of four mutually constitutive dimensions of relations – territory, scale, network, and place (TSNP) – the analysis examines various forms of accounting for biodiversity that are centred on this blanket bog. Findings The analysis finds that various forms of ecology-centred accounting for biodiversity have rendered this blanket bog visible and comprehensible in multiple ways, so as to contribute towards making this biodiversity conservation thinkable and possible. Originality/value This paper brings theorising from geography, concerning the social nature perspective and the TSNP framework, into the study of accounting for biodiversity. This has enabled a novel analysis that reveals the productive force of ecology-centred accounting for biodiversity, and the role of such accounting in organising the world so as to produce socio-ecological systems that aid biodiversity conservation.

scholarly journals Práticas transidiomáticas na aula de Língua Espanhola: um relato de atividade multimodal na escola pública

2017 ◽  
Vol 15 (2) ◽  
Author(s):  
Michelle Soares Pinheiro ◽  
Claudiana Nogueira de Alencar
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Public School ◽  
Teaching Experience ◽  
School Students ◽  
Multimodal Texts ◽  
The Public ◽  
The Social ◽  
Language Classes

Resumo Este artigo é baseado em um relato de experiência docente, em que tivemos a pretensão de estimular a reflexividade linguística dos alunos adolescentes da rede pública de ensino da capital cearense. O referencial teórico é pautado nos eixos conceituais: superdiversidade e transidioma (MOITA LOPES, 2013; BLOMMAERT; RAMPTON, 2011); multimodalidade e multiletramentos (JEWITT, 2010; SOARES, 2002; ROJO, 2012). Dessa forma, almejamos escrever como ocorrem os usos transidiomáticos nas práticas sociais dos alunos do 2o ano do ensino médio na construção de textos multimodais, a partir da perspectiva da superdiversidade e da multimodalidade. Diante do exposto, acreditamos que os usos transidiomáticos devem estar presentes nas práticas discursivas da escola, principalmente nas aulas de língua estrangeira, a fim de sensibilizar os alunos em prol de uma visão sociolinguística emancipatória. Palavras-chave: Transidioma. Multimodalidade. Experiência docente.   Transidiomatic practices in Spanish as a Second Language: multimodality in the public school Abstract This paper is based on a teaching experience, from a perspective of the linguistic reflexivity for high school students of a public school located in Fortaleza, Ceará, Brazil. The theoretical framework is related to these approaches: superdiversity and transidiomatic uses of language (MOITA LOPES, 2013; BLOMMAERT; RAMPTON, 2011); multimodality and multiliteracies (JEWITT, 2010; SOARES, 2002; ROJO, 2012). Thus we intend to show how transidiomatic linguistic uses occur in the social practices of the students from high school of the second degree in Brazil. We will see, in fact, the construal of multimodal texts, from the perspective of the superdiversity and the multimodality. We consider transidiomatic uses as present in the classes, mainly in second language classes, in order to make the students aware of an emancipatory sociolinguistics view. Keywords: Transidioma. Multimodality. Teaching experience.

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