scholarly journals Decolonising Literacy Practices for an Inclusive and Sustainable Model of Literacy Education

2021 ◽  
Vol 13 (23) ◽  
pp. 13349
Author(s):  
Yiyi López Gándara ◽  
Macarena Navarro-Pablo ◽  
Eduardo García-Jiménez
Keyword(s):  
Classroom Practice ◽  
Literacy Practices ◽  
Literacy Education ◽  
Access To Education ◽  
Sustainable Development Goal ◽  
Communicative Practices ◽  
Social Agents ◽  
Roma Population ◽  
Segregated Schools ◽  
Literacy Engagement

Despite efforts on the part of institutions, professionals and social agents, the Roma population in Europe still lacks equal access to education. Difficulties in literacy development are at the root of this: Roma learners present lower literacy rates than non-Roma learners and learners in non-segregated schools, preventing them from transitioning to secondary education. This article presents the results of ethnographic research with a group of Roma primary learners in Southern Spain. The aim was to analyse the contexts, interactional spaces, contents and practices of learners’ engagement with literacy in and outside the classroom. Data analysis was carried out using an adaptation of the continua model of biliteracy, useful for analysing literacy practices in contexts with different literacy cultures. Results show that communicative practices that challenged skills-based literacy models helped activate learners’ literacy reservoirs, enhancing their literacy engagement and allowing them to renegotiate their position as Roma learners in a non-Roma institution and as text creators in the classroom. Conclusions point to the need to decolonise classroom practice by identifying learners’ literacy reservoirs and ways to activate these, contributing to a more inclusive and sustainable model of literacy education consistent with the United Nations’ Sustainable Development Goal for quality education.

Tourism education in France and sustainable development goal 4 (quality education)

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hugues Seraphin ◽  
Mamadou Bah ◽  
Alan Fyall ◽  
Vanessa Gowreesunkar
Keyword(s):  
Sustainable Development ◽  
Secondary Data ◽  
Tourism Industry ◽  
Quality Education ◽  
University Graduates ◽  
Access To Education ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Content Type ◽  
Tourism Education

Purpose This study aims to focus on the phenomenon of “over-education” characterized by a discrepancy between education provided and the needs of the economy vis-à-vis employment. The study considers this issue with reference to tourism and courses taught in the field. Specifically, the phenomenon of over-education is investigated with reference to university graduates in tourism and their employability in the sector. Design/methodology/approach The research design draws from secondary data derived from a review of the literature on tourism and education. Findings The findings point to a need to consider aspects of tourism (field of study and discipline) in destination management. This is to avoid discrepancy at macro and micro levels and at a discipline and industry level. This strategy would also help to ensure synergy between tourism education and the needs of the tourism industry as advocated by the Helix model. Originality/value By focussing on over-education, this study shows that Sustainable development goal (SDG) 4, which relates to quality education, may be addressed. The outcome of the study also leads to the conclusion that SDG 4 should be based on not only access to education and school enrolment rates at all levels, particularly for girls, but also the relationship between education and actual employment.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

Making visible the literacy practices of elders through the day in the life methodology: considerations for literacy education across the lifespan

Literacy ◽  
2019 ◽  
Vol 54 (2) ◽  
pp. 60-68
Author(s):  
Rachel Heydon ◽  
Roz Stooke ◽  
Catherine Ann Cameron ◽  
Emma Cooper ◽  
Susan O'Neill
Keyword(s):  
Literacy Practices ◽  
Literacy Education

scholarly journals Early years teachers and digital literacies: Navigating a kaleidoscope of discourses

2019 ◽  
Vol 25 (4) ◽  
pp. 2415-2426
Author(s):  
Karen Daniels ◽  
Kim Bower ◽  
Cathy Burnett ◽  
Hugh Escott ◽  
Amanda Hatton ◽  
...  
Keyword(s):  
Young Children ◽  
Digital Technology ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Digital Technologies ◽  
Developed Countries ◽  
Structured Interview ◽  
Early Years ◽  
Digital Literacies ◽  
Children's Literacy

AbstractFor many young children in developed countries, family and community life is mediated by digital technology. Despite this, for early years educators, the process of integrating digital technologies into classroom practice raises a number of issues and tensions. In an attempt to gain insights from early years teachers, we draw from semi-structured interview data from ten practising teachers which explored their perspectives on digital technologies within their personal and professional lives, and of children’s use of digital technologies within and outside educational settings. Our analysis builds on previous work that suggests that teachers draw on multiple discourses related to conceptualisations of childhood when thinking about digital technology and young children. In this paper we contribute to these discussions, drawing specifically on examples from the data where teachers articulate their understandings of children’s use of digital technology where this relates directly to children’s literacy practices. We assert that narrow conceptualized notions of literacy, compounded by national imperatives to raise print literacy standards, add another layer of discursive complexity that comes to the fore when teachers are asked to provide a rationale for the promotion of digital literacies in early years classrooms. A broader framing of literacy therefore, is needed if the potential of digital technologies in the early years is to be realized.

Necessary Changes: Professional Involvement in Adult Literacy Programs

1988 ◽  
Vol 58 (4) ◽  
pp. 464-488 ◽  
Author(s):  
Francis Kazemek
Keyword(s):  
Instructional Strategies ◽  
Cultural Differences ◽  
Adult Literacy ◽  
Literacy Practices ◽  
The United States ◽  
Literacy Education ◽  
Literacy Programs ◽  
Institutional Barriers ◽  
Literacy Learners ◽  
Gender Based

Adult literacy programs have achieved recent prominence as studies documenting huge numbers of illiterates in the United States provoke national anxiety. In this article, Francis Kazemek first critiques demeaning attitudes toward adult literacy learners implicit in the practices of major literacy programs, and then examines underlying assumptions about the nature of literacy in the light of recent sociolinguistic and psycholinguistic studies on actual literacy practices. He argues that among the challenges facing adult literacy professionals is the responsibility to confront political and institutional barriers to effective literacy education. In conclusion, he offers an alternative, holistic methodology based on dialogic and socially oriented instructional strategies, and which responds to gender-based and cultural differences in ways of learning.

scholarly journals Literacy Engagement in Multilingual and Multicultural Learning Spaces

2019 ◽  
Vol 36 (2) ◽  
pp. 1-25
Author(s):  
Theodora Kapoyannis
Keyword(s):  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
Cultural Landscape ◽  
English Language ◽  
Literacy Practices ◽  
Positive Impact ◽  
Design Based Research ◽  
Literacy Engagement ◽  
The Impact

This article presents qualitative findings from a larger design-based research doctoral study in which I examined the impact of a curricular innovation to challenge the monolingual and monocultural norms of literacy practices and to be responsive to the linguistic and cultural landscape of 21st century classrooms. I collaborated with 11 university preservice teachers and 28 English language learners (ELLs) in Grades 2 and 3 to design and implement a literacy intervention, called the Name Jar Project, focused on cultivating literacy engagement. I used constant comparison analysis to analyze data sources, which included field notes, student artifacts, and preservice teachers’ reflections. This article documents the positive impact of the intervention in supporting the students’ linguistic and cultural needs, affirming their identities, and bolstering their vocabulary development. Cet article présente les constatations qualitatives d’une étude de recherche de doctorat plus importante conforme au modèle méthodologique de recherche-design (design-based research, ou DBR) dans laquelle j’ai examiné l’impact d’une innovation pédagogique conçue pour remettre en cause les normes unilingues et uniculturelles des pratiques de littératie et pour permettre à l’enseignement de s’adapter au paysage linguistique et culturel des salles de classe du 21e siècle. J’ai collaboré avec 11 enseignantes et enseignants universitaires en formation et 28 apprenantes et apprenants de la langue anglaise (English language learners,ou ELLs) de 2e et 3e année afin de concevoir et de mettre en œuvre une intervention en matière de litératie, baptisée Name Jar Project, centrée sur une émarche favorable à la culture de la littératie. J’ai constamment eu recours à des techniques d’analyse comparative pour analyser les sources de données, lesquelles  comprenaient des notes, des artefacts associés au prénom de chaque élève et des réflexions d’enseignantes et enseignants en formation. Cet article documente l’impact positif de l’intervention sur la réponse aux besoins linguistiques et culturels des élèves, l’affirmation de leur identité et la stimulation du développement de leur vocabulaire.

An extended theory of planned behaviour model to predict intention to use bioplastic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Desiderio Gutiérrez Taño ◽  
Janet Hernández Méndez ◽  
Ricardo Díaz-Armas
Keyword(s):  
Social Marketing ◽  
Structural Equations ◽  
Intention To Use ◽  
Negative Effects ◽  
Sustainable Development Goal ◽  
Content Type ◽  
Social Agents ◽  
Production And Consumption ◽  
Environmentally Responsible ◽  
Social Marketing Campaigns

Purpose Approaches based on social marketing have led to the proposal of systemic interventions to achieve individual behaviour that takes into account the benefits for society as a whole. The use of plastics is having significant negative effects on the environment and so numerous policies such as the use of biodegradable packaging, have been implemented to ensure sustainable production and consumption patterns (Sustainable Development Goal 12). This paper aims to analyse the background factors that explain consumer intention to use bioplastics with the aim of guiding company and government social marketing campaigns designed to encourage such behaviour. Design/methodology/approach To gather data, a survey was carried out using a sample of 3,612 people obtained via an online panel made up of participants over 18 years of age. The model and its hypotheses were tested by structural equations with the PLS technique using six independent variables obtained from the literature review. Findings The results of the variables “attitude towards bioplastics”, “subjective norms” and “activity to reduce plastic use” show a significant influence on intention to use bioplastics. This paper will also discuss the implications for governments and environmental managers to be taken into account when developing social marketing campaigns. Social implications Given the importance of perceived social pressure in terms of behaviour regarding the use of recyclable bioplastics, social marketing campaigns may be developed to encourage environmentally-responsible behaviour amongst different social agents such as consumers, businesses, governmental organisations and suppliers. Originality/value This study demonstrates the factors that explain intentions to use bioplastics, which until now had been subject to very little research.

scholarly journals Evaluation of a Language and Literacy Enhancement Program

2018 ◽  
Vol 58 (1) ◽  
pp. 100-109 ◽  
Author(s):  
Jason Yaun ◽  
Mimi Bach ◽  
Josh Bakke ◽  
Patricia J. Goedecke ◽  
Katherine McCaa Baldwin ◽  
...  
Keyword(s):  
Language Development ◽  
Exploratory Study ◽  
Literacy Practices ◽  
Reading Aloud ◽  
Literacy Education ◽  
Language And Literacy ◽  
Reading Practices ◽  
Ages And Stages Questionnaire ◽  
Reach Out And Read

Reading aloud to children encourages language development. Pediatricians promote reading practices through Reach Out and Read (ROR) and other methods. This exploratory study sought to examine the value that supplemental materials promoting “Touch, Talk, Read, Play” (TTRP) might provide in addition to ROR. This study was a pre- and postintervention design to assess response to the TTRP curriculum. Caregivers of children ages 12 to 24 months completed the communication portion of the Ages and Stages Questionnaire–Third Edition and a Literacy Education Survey to assess current literacy practices. The caregiver and child were then introduced to the TTRP materials. Data were obtained on 98 subjects preintervention with follow-up data collected on 30 participants 6 months later. Significant differences were found in the Ages and Stages Questionnaire scores and parent-reported importance of reading and conversing frequently with their child. TTRP provides an effective curriculum for literacy promotion in a ROR program.

Borderzones in Adolescents’ Literacy Practices

2011 ◽  
Vol 46 (6) ◽  
pp. 1256-1279 ◽  
Author(s):  
Allison Skerrett ◽  
Randy Bomer
Keyword(s):  
Curriculum Development ◽  
Language Arts ◽  
Teaching And Learning ◽  
Development Process ◽  
Literacy Practices ◽  
Urban Students ◽  
Formal Curriculum ◽  
Literacy Engagement ◽  
The Subject ◽  
Out Of School

This article examines how a teacher drew on her urban students’ outside-school literacies to inform teaching and learning in a reading/language arts classroom. The following findings are discussed: curricular invitations the teacher offered to students; the teacher’s curriculum development process; the relationships between the genres of students’ outside-school literacies and those of the school; and the subject positionings taken up by the students and the teacher in the classroom. The article demonstrates how teachers may affirm the out-of-school literacies of urban students and connect these literacies to the formal curriculum, thereby enhancing students’ in-school literacy engagement and success.

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