Critical Pedagogy for a Polymodal World 2014
DOI: 10.1007/978-94-6209-827-5_6
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Critical Pedagogy for a Polymodal World

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“…With a retrofit of the phrase multisensorial anthropology , we can recalibrate the channel ratios on the mixing board. We can shift away from debates about subdisciplinary boundaries, labels, and credos toward recognizing that people—including anthropological practitioners—live embodied, multisensorial, polymedia (Miller and Madianou ), polymodal (Loveless and Griffith ), multimedia, and multimodal lives within mediated multimodal genre systems (Prior ) and through both linguistic and nonlinguistic semiosis (Agha ).…”
Section: Pointmentioning
confidence: 99%
“…With a retrofit of the phrase multisensorial anthropology , we can recalibrate the channel ratios on the mixing board. We can shift away from debates about subdisciplinary boundaries, labels, and credos toward recognizing that people—including anthropological practitioners—live embodied, multisensorial, polymedia (Miller and Madianou ), polymodal (Loveless and Griffith ), multimedia, and multimodal lives within mediated multimodal genre systems (Prior ) and through both linguistic and nonlinguistic semiosis (Agha ).…”
Section: Pointmentioning
confidence: 99%
“…With a retrofit of the phrase multisensorial anthropology, we can recalibrate the channel ratios on the mixing board. We can shift away from debates about subdisciplinary boundaries, labels, and credos toward recognizing that people-including anthropological practitioners-live embodied, multisensorial, polymedia (Miller and Madianou 2012), polymodal (Loveless and Griffith 2014), multimedia, and multimodal lives within mediated multimodal genre systems (Prior 2009) and through both linguistic and nonlinguistic semiosis (Agha 2005).…”
Section: Pointmentioning
confidence: 99%