Telling Stories: Enhancing Cultural Literacy in the Primary Classroom

In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was implemented, we video-recorded two of the 15 student–teacher interaction sessions during the project’s implementation (session #3 and session #8). We analysed the data using a validated coding scheme across three educational levels (three preschool, four primary school, and four secondary school classrooms). We observed moderate gains in secondary education and preschool, but statistically significant gains in primary education.

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Affinity Spaces and Ecologies of Practice: Digital Composing Processes of Pre-service English Teachers

Language and Literacy ◽

10.20360/g2s010 ◽

2014 ◽

Vol 16 (1) ◽

pp. 34 ◽

Cited By ~ 1

Author(s):

Patrick Howard

Keyword(s):

Communication Systems ◽

New Technologies ◽

Literacy Practices ◽

English Education ◽

Meaning Making ◽

Cultural Literacy ◽

Student Experiences ◽

Traditional Schools ◽

Education Students ◽

Unique Experience

English educators are responsible for preparing pre-service and in-service teachers to consider the ways in which people engage in meaning making by using a variety of representation, interpretive and communication systems. Today new technologies are radically changing the types of texts people create and interpret even as they are influencing the social, political and cultural contexts in which texts are shared. This research project was designed to immerse pre-service English education students in the creation of multimodal, multimedia texts as part of a digital composing workshop. For the purposes of this paper, three student experiences were drawn from a group of twelve pre-service English education students participating in the project. Each student represents a unique experience from which we may draw insight and direction as English educators. Despite the ever present barriers to integrating afterschool (Prensky, 2010) literacy practices into traditional schools and to ensure what we are teaching has the important element of “life validity” ( Mills, 2010) and reflects the evolving socio cultural literacy practices of contemporary society, English educators must provide authentic, engaging opportunities for pre-service teachers to learn about and through multimedia, multimodal digital technologies.

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Progress and Performance in the Primary Classroom Maurice Galton and Brian Simon, Eds. London: Routledge and Kegan Paul, 1980

Journal of Teacher Education ◽

10.1177/002248718203300319 ◽

1982 ◽

Vol 33 (3) ◽

pp. 61-62

Author(s):

Philip C. McKnight

Keyword(s):

Primary Classroom ◽

And Performance

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Job‐sharing in the Primary Classroom: a case study of a process of negotiation

School Organisation ◽

10.1080/0260136890090111 ◽

1989 ◽

Vol 9 (1) ◽

pp. 131-142

Author(s):

Carole A. Atherley

Keyword(s):

Primary Classroom ◽

Job Sharing

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A response to Abraham Stahl's ?Cultural Literacy: A positive view?

Interchange ◽

10.1007/bf01534551 ◽

1994 ◽

Vol 25 (2) ◽

pp. 227-228

Author(s):

Harvey J. Graff

Keyword(s):

Cultural Literacy ◽

Positive View

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GAMBUS PASER PERFORMANCE AS A CULTURAL LITERACY ENHANCEMENT OF PASER CULTURE FOR INDONESICAN CAPITAL RELOCATION TO EAST BORNEO

International Journal of Social Science ◽

10.53625/ijss.v1i4.712 ◽

2021 ◽

Vol 1 (4) ◽

pp. 341-346

Author(s):

Asril Gunawan

Keyword(s):

Qualitative Research ◽

Analytical Method ◽

Coastal Area ◽

The Other ◽

Cultural Literacy ◽

Music Literacy ◽

Traditional Art ◽

Other Hand ◽

Performing Art

Gambus Paser music is one among traditional perfoming arts belongs to Paser tribe. Contextually, gambus Paser performing art cannot be detacted from its socio-culural since it geographically affects the characteristic of that cultural music. Generally, the culture of Gambus Paser music has its various values according to its various geographical dispositions. Geographically varied characteristic of Gambus Paser music is reflected on the interpretation of the music especially on the style of pentengan (picking technique) and the lyric of Gambus song. Gambus Paser music is also characteristically identified by the use of that pentengan style. On the other hand, coastal area also affects Gambus Paser characateristic which tends to be expressive and dynamic. Conceptually speaking, this research is qualitative research with descriptive analytical method. This research focuses on Gambus Paser performing art as the cultural (music) literacy enhancement. The purpose is to analyze the form of Gambus Paser performance as Paser cultural literacy. The result shows that literature related to Paser art is still hardly found, while on the other hand, we have also found how potential this performance as sustainable literacy and identity enhancement for Paser community to welcome the Indonesian capital relocation to East Borneo. A concrete step which is taken is to documenting and disseminating the Gambus Paser performance to create a cultural literacy and a sustainable traditional art.

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