Family literacies during the COVID-19 lockdown: Semiotic assemblages and meaning making at home

Zhang, Zheng; Heydon, Rachel; Chen, Le; Floyd, Lisa; Ghannoum, Hanaa; Ibdah, Susan; Massouti, Ayman; Shen, Jeff; Swesi, Hisham

doi:10.1016/j.linged.2023.101166

Cited by 3 publications

(1 citation statement)

References 43 publications

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“…Such a "wealth model" [36] is in contrast to the deficit approaches and foregrounds diverse literacy learners' distinctive funds of knowledge (e.g., skills, knowledge, and cultural resources and heritages) [37]. Ensuring equity among learners during COVID-19 shall be an important element in the new normal of education (e.g., [38]). Equity can be taught and practiced in online learning as it constitutes a crucial element of social justice that is much needed during troubled times [39].…”

Section: Conclusion Discussion and Implications Of Studymentioning

confidence: 99%

Cross-Border Dialogues: A Collaborative Instructional Design Inquiry to Promote Equity and Diversity

Zhang,

Lee,

Chan

et al. 2023

Education Sciences

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The COVID-19 pandemic complicates ingrained educational inequalities around the globe and foregrounds the pertaining challenges that teachers have encountered due to school closures and the shift to distance learning. This cross-border teacher education project intended to examine how academics and pre-service teachers in different geographic locales could collaboratively explore equitable learning opportunities for diverse learners through the use of critical media literacies to respond to interconnected global crises. In this six-week cross-border teacher education project, we recruited four Mandarin and English literacy teacher candidates in Hong Kong to interact with one another and one Canadian professor as part of the teacher preparation phase of a larger-scale cross-border research project that connects youth from Hong Kong and Canada in a social networking space. For the purposes of teacher professional development, the Hong Kong teacher candidates and Canadian researchers engaged in collective exploration of how instructional designs in literacy education could promote equitable learning opportunities for diverse learners. Findings show that the cross-border teacher education project supported teacher candidates’ development of pedagogical skills and espoused their agency in promoting educational equity and collective problem-solving through critical media literacies. Findings relate the teacher candidates’ shifted perspectives from focusing on students’ decontextualized language skills to nurturing critical media skills. Changing from a deficit-oriented view about what literacy learners could not do, the teacher candidates also adopted an asset-oriented view about the linguistic and cultural repertoires that diverse learners could bring to literacy classrooms.

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Section: Conclusion Discussion and Implications Of Studymentioning

confidence: 99%

Cross-Border Dialogues: A Collaborative Instructional Design Inquiry to Promote Equity and Diversity

Zhang,

Lee,

Chan

et al. 2023

Education Sciences

Self Cite

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Implemented English curricula in transnational education: Neocolonialism and pedagogical orientations in a Canadian offshore program in China

Hai,

Zhang,

Heydon

2024

Language Teaching Research

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Transnational education has been widely offered through partnerships between minority world English-speaking countries such as the USA, UK, Australia, and Canada and majority world countries such as China, with a host of claimed benefits including opportunities to learn multiple languages. Despite its apparent opportunities, transnational education has also been identified as having the potential to forward neocolonialism and reproduce Western-centric linguistic and cultural hegemony through its imposition of English and English-related curricula onto majority world contexts. Contemporaneously, teachers, through their participation in implementing curriculum, have been documented as playing a crucial role in challenging neocolonial practices in transnational literacy education. To better understand and illustrate the role of teachers in transnational education implementation, this exploratory case study investigated three English teachers’ implementation of English curricula in a Canadian transnational education program located in China. Qualitative data sources included classroom observations and teacher interviews. The study was informed by the nested pedagogical orientations of literacy education (i.e., transmission, social constructivist, and transformative pedagogical orientations). Findings suggest that the teachers operated through transmission and social constructivist orientations and the various factors that mediated the implemented curricula: the programmatic curricular expectations, the local and global standardized tests, and students’ varied English proficiency levels. These factors concerted to enact literacy curricula that reinforced neocolonial power relations that privileged English academic literacy and Western-centric knowledges and ways of teaching. The article provides recommendations to resist neocolonial values and practices in literacy curriculum in globalized schooling contexts.

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Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD)

Doak

2024

Journal of Early Childhood Literacy

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Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less is known about benefits for young people with learning disabilities. Additionally, the analysis of ‘benefit’ is often cast in economic terms to society rather than through the sociological lens of everyday ‘family practice’. This paper explores the significance of shared reading for two young people with Profound and Multiple Learning Disabilities (PMLD), a group traditionally characterised as having a developmental age of 24 months or less and who may therefore continue to enjoy shared reading far beyond early childhood. Drawing on iterative qualitative data analysis of semi-structured interviews with two mothers, findings suggest that shared reading is a valued everyday practice fulfilling a range of functions such as emotional regulation, marking time and routine, and inclusion with siblings. The paper considers ways to support shared reading within PMLD families in research, policy and practice.

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Family literacies during the COVID-19 lockdown: Semiotic assemblages and meaning making at home

Cited by 3 publications

References 43 publications

Cross-Border Dialogues: A Collaborative Instructional Design Inquiry to Promote Equity and Diversity

Cross-Border Dialogues: A Collaborative Instructional Design Inquiry to Promote Equity and Diversity

Implemented English curricula in transnational education: Neocolonialism and pedagogical orientations in a Canadian offshore program in China

Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD)

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