scholarly journals Valuing the local within the global: A discourse analysis of professional development in a U.S.-Kurdish transnational university partnership

2022 ◽  
Vol 6 (1) ◽  
pp. 47-66
Author(s):  
Thomas A. Highley ◽  
Connie Theado
Keyword(s):  
Professional Development ◽  
Discourse Analysis ◽  
Social Equity ◽  
New Literacy ◽  
University Partnerships ◽  
New Literacy Studies ◽  
Linguistic Markers ◽  
Language Choices ◽  
The Social ◽  
University Partnership

In an effort to support higher education in developing countries, partnerships between U.S. and international universities have surged, raising questions concerning the social equity of such linkages. Using a New Literacy Studies approach to discourse analysis, online transcripts from one such university partnership were analyzed to determine how language was used to negotiate a more equitable partnership through the adaptation of the social context of professional development activities. Discourse analysis of three relevant linguistic markers in the data suggests that cultural perspectives on professional development influenced the language choices made by university partners, reshaping the power structure toward greater social equity, and aiding in the completion of joint professional development goals. Findings underscore the importance of drawing on local knowledges in planning for and conducting transnational university partnerships.

scholarly journals At Play in the Space: The concept of 'the social practice approach' in the Scottish adult literacies field

2013 ◽  
Vol 21 (1) ◽  
pp. 59-84 ◽  
Author(s):  
Aileen Ackland
Keyword(s):  
Critical Pedagogy ◽  
Adult Literacy ◽  
Social Practice ◽  
Personal Construct ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Theoretical Concepts ◽  
The Social ◽  
Practice Approach

This paper focuses on Scotland’s policy response to the International Adult Literacy Survey (1994-1998) and the ‘grand experiment’ (Merrifield 2005) to implement a social practices perspective of literacies.This radical perspective, derived from the New Literacy Studies (NLS), has profound implications for pedagogy and is promoted in Scotland as ‘the social practice approach’.The paper begins with a discussion of the distinctive developments in Scottish policy in the context of the international interest in Adult Literacy. The rhetorical claims made in Scotland are then examined through a study which used a methodology drawn from Personal Construct Theory (PCT) to explore how practitioners understand ‘the social practice approach’. This research found little connection between the theoretical concepts of the New Literacy Studies and practitioners’ interpretations. Dissonances in the data highlighted power issues between policy and practice.In the latter part of the paper, Bernstein’s (2000) ideas about how theoretical knowledge is translated into pedagogical knowledge are used to explore the dissonances further.The paper concludes that there is an ideological conflict of purpose within the discourses of adult literacies in Scotland and that the critical pedagogy implied by the New Literacy Studies is also necessary within teacher education if practice is to be transformed in response to the radical social theory.

Teens’ explorations of gender and sexual identities in conversations about/around preferred texts

2012 ◽  
Vol 1 (1) ◽  
pp. 15-34 ◽  
Author(s):  
Margaret A. Berg
Keyword(s):  
Discourse Analysis ◽  
Young Adult ◽  
Queer Theory ◽  
Public Library ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Sexual Identities ◽  
Individual Choices ◽  
Scholarly Discourse

This discourse analysis examines teens’ explorations of gender and sexual identities through their talk about their preferred texts accessed in the Young Adult section of a Midwestern public library. The discourse data collected over a two year period and analyzed using a recursive, ethnographic-style approach is informed by queer theory and New Literacy Studies. The practices of teens in the library complicate popular and scholarly discourse that constructs teens as peer-oriented, hormonally-controlled, and transitioning into adulthood. Their practices illustrate savvy, individual choices that allow teens to subvert the heterosexual norms of the adult controlled schools. The close connection between literacy choices and identity implies a need for educators to advocate for adolescents’ access to their preferred texts.

scholarly journals The Intercultural Reconstruction of Guarani School Linguistic Human Rights: Social Purviews and Literacy

2015 ◽  
Vol 4 ◽  
pp. 54-70
Author(s):  
Carlos Maroto Guerola
Keyword(s):  
Global Capitalism ◽  
Knowledge Generation ◽  
Cultural Tradition ◽  
Literacy Studies ◽  
Human Right ◽  
New Literacy ◽  
New Literacy Studies ◽  
The Social ◽  
Linguistic Human Rights ◽  
The Right

This paper seeks to contribute to the intercultural reconstruction of the school linguistic human right to literacy2. It questions the monoglossic and universalizing nature with which that right is inserted in the social purview of the dominant groups of global capitalism. Based on a theoretical framework that articulates discourses from Applied Linguistics, Cultural Studies, the Bakhtin Circle, and the New Literacy Studies, in my data analysis I interpret discourses on this concern by the Guarani teachers of the Itaty Indigenous Primary School, located in the Guarani village of Morro dos Cavalos, Santa Catarina, Brazil. Those teachers interculturally reconstruct the right to literacy as the right of the school to safeguard Guarani cultural tradition (claimed upon transformations of the community’s forms of utterance and legitimated practices of knowledge generation and transmission which are brought about by transformations in their economy). This right is also reconstructed as a “weapon of defense and survival” with which to struggle for fuller sovereignty over their forms of utterance and, inseparably, over their economy.

Introduction

2019 ◽  
pp. 1-17
Author(s):  
Niv Allon
Keyword(s):  
Literacy Practices ◽  
Group Formation ◽  
Social Contexts ◽  
Historical Background ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Eighteenth Dynasty ◽  
The Social ◽  
Main Figure

The introduction sets up the historical background and the methodological foundations of the book. It first describes the Eighteenth Dynasty in broad strokes and locates Haremhab, the main figure in this book, within this timeframe. Following the historical discussion, the introduction touches upon three main issues at the heart of the book’s methodology: literacy, self-representation, and group formation. Engaging with issues raised by scholars of New Literacy Studies, the book focuses on the social contexts in which literacy practices are used. Building on the works of Stephen Greenblatt and Bruno Latour, the chapter then begins to ask questions regarding the relationships between art, patron, and society.

scholarly journals A Longitudinal Case Study of a School- University Partnership for Training Teachers

2018 ◽  
Vol 3 (1) ◽  
pp. 42-56
Author(s):  
Susan M. Tracz ◽  
Paul Beare ◽  
Colleen Torgerson
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Focus Groups ◽  
Student Teachers ◽  
Student Teacher ◽  
Emotional Support ◽  
Longitudinal Case Study ◽  
University Partnerships ◽  
University Partnership

Changing teacher preparation to establish school-university partnerships can help candidates develop teacher identities and exceptional skills by providing supportive experiences in challenging situations. Focus groups and interviews were conducted with student teachers, teachers, principals, and program directors from a school-university partnership at its inception and seven years later. Five themes emerged: 1) change from individualistic to collective perspectives, 2) family-like, emotional support, and collaboration, 3) intensive student-teacher initiation, 4) professional development and reward systems, and 5) interconnectedness and accountability to multiple persons and supervisors.

School—University Partnership: Challenges and Visions in the New Decade

2012 ◽  
Vol 2 (1) ◽  
pp. 38-56 ◽  
Author(s):  
Sharon S.N. Ng ◽  
Esther Y.M. Chan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
School Leadership ◽  
University Partnerships ◽  
University Partnership ◽  
Training Programmes ◽  
Changing Economy ◽  
Successful School

Over the past decade, higher education has undergone drastic changes all over the world because of globalisation and the changing economy. The traditional view of university as a place for one-off training is now considered outdated. Instead, the strong focus on lifelong learning urges teachers, educators and academics to reconceptualise and transform education. In this new era, successful schools adopt outreach strategies and seek support from external agencies such as universities for their development. Institutions of higher education provide consultation or work with partner schools for collaborative sharing, reflection, research and growth. Hence, school–university partnerships have become important for professional development and educational reform. With the growth of school–university collaborations, there is mounting interest in empirical research on the variety and value of these initiatives. This article reviews the school–university partnerships in Hong Kong in light of the trends and development in the international context. The studies reviewed showed that school–university partnerships involving teacher training programmes focus on understanding the views of participants in school–university partnership with an aim to build appropriate teacher training and professional development features into the teacher education programmes. These studies have theoretically contributed to the construction of culturally relevant teacher education programmes. After all, new project initiatives have contributed to substantial changes in school leadership, teachers' professional development and school-based curriculum development which would benefit children's learning. The authors argue that the development of an appropriate mode of collaboration remains a challenge for successful school–university partnerships. They have a vision to move beyond the existing research focus to explore ways to build school–university collaborations. Gaps in the research base and relevant questions that have not been addressed are discussed.

scholarly journals Letters in a community organisation: a case of powerful literacy

2005 ◽  
Vol 21 (spe) ◽  
pp. 105-128
Author(s):  
Guilherme Rios
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
Community Organisation ◽  
Semiotic Resources ◽  
The City

In this paper I examine discourse in five letters written by executive members of a resident's association in the city of Brasilia, by integrating Critical Discourse Analysis and the New Literacy Studies. These letters were part of a campaign from the association to prevent students of a nearby college from parking their car in the residential street, since the overload of parked cars made difficult the flow of vehicles. A case is made on the efficacy of the discursive and semiotic resources drawn on the letters to have community aims met.

scholarly journals THE CONCEPT OF NEW LITERACY IN OFFICIAL CURRICULAR DOCUMENTS IN THE STATE OF PARANÁ, BRAZIL

2018 ◽  
Vol 11 (27) ◽  
pp. 201-216
Author(s):  
Jane Cristina Beltramini Berto ◽  
Jonathas de Paula Chaguri
Keyword(s):  
Public Schools ◽  
Social Practice ◽  
Social Practices ◽  
The State ◽  
Literacy Studies ◽  
New Literacy ◽  
New Literacy Studies ◽  
The Social ◽  
Teaching Of Writing ◽  
Current Curriculum

This work aims to analyze the concept of new literacy in Curricular Guidelines of Portuguese Language in the State of Paraná, Brazil (Diretrizes Curriculares de Língua Portuguesa do Estado do Paraná, DCE-LP) (PARANÁ, 2008), concerning its process of elaboration after the previous curriculum documents, DCE-LP of 2006, and the Paraná Basic Curriculum of 1990, in order to verify their consonance with theories postulated by Street (1989; 2003), Soares (2000; 2004), and Tfouni (1994), by discussing implications to students’ new literacy in public schools in Paraná, Brazil. The results point to the interweaving of literacy and new literacy studies, with emphasis on the last, aiming the teaching of writing linked to social practices. However, in the current curriculum proposal prevails the ideological model of new literacy in contrast to excerpts of the autonomous model, being far from the social practice present at curriculum proposal.

Linguistics: A Rhetor's Guide

1994 ◽  
Vol 12 (2) ◽  
pp. 211-226 ◽  
Author(s):  
Dick Leith
Keyword(s):  
Discourse Analysis ◽  
Academic Disciplines ◽  
Primary Concern ◽  
Social Formation ◽  
Text Linguistics ◽  
The Social ◽  
Language Study ◽  
Recent Trends ◽  
Linguistic Inquiry ◽  
Dominant Paradigm

Abstract: To non-specialists, academic disciplines invariably seem homogeneous, even monolithic. But even a relatively young discipline such as modem linguistics is more diverse in its procedures and concerns than might appear to those working in other fields. In this paper I attempt to show how certain kinds of linguistic inquiry might be relevant to those whose primary concern is rhetoric. I argue that these practices are often opposed to what I call the dominant paradigm in modern linguistics, with its commitment to abstraction and idealization. I discuss first those strands of linguistics, such as discourse analysis, text-linguistics, and stylistics, which tend to take the social formation for granted; I end by considering recent trends in so-called critical language study. Finally, I offer some thoughts on how linguistics may proceed in order to achieve a more programmatic rapprochement with rhetoric.

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