Literacy, Place, and Pedagogies of Possibility

Comber, Barbara

doi:10.4324/9781315735658

Cited by 103 publications

(109 citation statements)

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“…Additionally, and in this case drawing on Comber (2016), the practice of place, through processes of exploration and negotiation, might mean opportunities to get away from deficit discourses, the latter being defined by her as explaining away ''a lack of learning by referring to children's family background'' (p. xvi). Comber argues that a place that is defined by poverty does not need to limit in any way children's literacy learning.…”

Section: Place-based Education and Literacy Learningmentioning

confidence: 99%

Thrown Together: Incorporating Place and Sustainability into Early Literacy Education

Schmidt

2017

IJEC

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The development of language and literacy abilities of young multilingual children is important to their future educational engagement and success in school. In this study, the value of taking account of place and sustainability in early literacy education is considered. This research provides ideas for practice-based research on early literacy in multilingual and community-based contexts. In a case study with a Grade 1 classroom in Sweden, the researcher and the teacher implemented various literacy activities to bring children's own powerful knowledge about place into the classroom. This enabled young children to actively engage with language and literacy in authentic and meaningful ways. Early childhood teachers need to be aware of the importance of incorporating ideas about place and sustainability into early literacy education in order to avoid deficit discourses and instead build participatory practices and support democratic values. Bringing literacy and place together in education can address what is perhaps one of the most crucial questions of sustainability, namely how people within a community can live together while having different values, beliefs and dreams.Keywords Education for sustainable development (ESD) Á Childhood Á Early literacy education Á Place-based pedagogy Á Authentic literacy activities Résumé Le développement des habiletés des jeunes enfants multilingues en matière de langage et de littératie est important pour leur engagement éducationnel et leur réussite scolaire futurs. Cette étude porte sur l'importance de prendre en compte le lieu et le développement durable dans l'éducation des jeunes enfants à la littératie. Cette recherche donne des idées pour des études axées sur la pratique en éducation des jeunes enfants à la littératie, en contextes multilingues et Resumen El desarrollo de las habilidades lingüísticas y la competencia lectora/ expresión escrita de los alumnos multilingües es importante para su futuro éxito en la escuela. En este estudio consideramos el valor que tiene el contexto educativo y la sostenibilidad en las edades tempranas de la escolarización. Esta investigación proporciona ideas prácticas acerca de la competencia lectora y la expresión escrita en contextos multilingües y comunitarios. Específicamente, se muestra un estudio de caso en un aula de primer grado de primaria en Suecia, donde el investigador y el maestro implementaron varias actividades de comprensión lectora/expresión escrita para incentivar el conocimiento de los niños sobre el contexto escolar. Esto permitió a los niños pequeños participar activamente en la apropiación de las destrezas, de manera auténtica y significativa. Los maestros de la escuela primaria deben ser conscientes de la importancia de incorporar ideas sobre el medio y la sostenibilidad en la educación temprana para evitar discursos no auténticos, en lugar de construir prácticas participativas y apoyar el desarrollo de valores democráticos. Tratar de llevar de la mano la lectura y escritura con el medio en el proceso educati...

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Section: Place-based Education and Literacy Learningmentioning

confidence: 99%

Thrown Together: Incorporating Place and Sustainability into Early Literacy Education

Schmidt

2017

IJEC

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“…This conception of literacy is broad; within it, literacy includes digital, visual and material resources and literacy education involves a focus on supporting creative and resourceful responses to a range of contexts (Sandretto and Tilson, 2015;Lankshear and Knobel, 2011;Pahl and Rowsell, 2006). Importantly, while the emphasis in contemporary English classrooms is on young people being assessed on an individual skill set, this model of literacy also includes participatory, collaborative and intergenerational practice and a strong emphasis on the local and the transformative potential of place-based pedagogies (Comber, 2016;Garcia et al, 2015;. Underpinning this position is an understanding of literacy practices as inherently social actions: 'things which people do, either alone or with other people, but always in a social context -always in a place and at a time' (Barton and Hamilton 1998, 23).…”

Section: A Story Of Critical Literaciesmentioning

confidence: 99%

“…These stories can benefit teachers and learners by 'grounding learning in situated practices where participants learn to do and be in purposeful ways' (Lankshear and Knobel, 2011: 253). The potential of using community resources extends to the possibility of work which is focused outside the classroom, or which invites members of the community into the classroom to become involved in the sharing of stories and coconstruction of local knowledge Comber, 2016).…”

Section: 'I Quickly Pulled Out a Long Metal Item And Placed It Into Tmentioning

confidence: 99%

Telling stories: engaging critical literacy through urban legends in an English secondary school

Jones

Chapman

2017

ETPC

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A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription.For more information, please contact eprints@nottingham.ac.uk Telling Stories 1Telling stories: engaging critical literacy through urban legends in an English secondary school Abstract Non-dominant voices have been further marginalised in the most recent National Curriculum in England (DfE 2014) and those working across the English teaching profession often find the subject framed according to narrow, assessmentdriven models and prescribed skill sets. This article brings together two perspectives on the importance of literacy education that remains rooted in young people's everyday experiences of place. Katie is a newly qualified secondary English teacher. She will share examples taken from her own classroom practice of the ways in which she has responded to stories told by young people about the places in which they live. Susan is a tutor of Initial Teacher Education (ITE). She suggests that Katie's approach provides persuasive exemplification of how engagement with alternatives to a dominant view of literacy should remain a key objective for those working with beginning teachers of English. For Katie's students, urban legends are powerful texts which offer the means to explore what we do when we tell stories, both inside and outside the English classroom. As will be shown, such stories are telling examples of the resources young people can bring to critical literacy learning in current classrooms. In the context of the dominance of a narrow, mandated experience of English as a subject, the imperative becomes even greater to recognise stories such as those shared by Katie's students as opportunities for authentic, creative and critical engagement with text.

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“…At a time when educational reform movements aspire to standardize curriculum and instruction and when neoliberal globalization negatively impacts local economies and communities, some scholars have expressed an interest in the relationship between critical literacy and place‐conscious pedagogy (see, e.g., Comber, ; Green & Corbett, ; Leander & Sheehy, ). In so doing, they have conceptualized place in ways that go well beyond the immediate physical environment.…”

Section: Reclaiming Narratives Of Placementioning

confidence: 99%

“A Place Thriving With History”: Reclaiming Narratives About Literacy in the Arkansas Ozarks

Connors¹

2016

J Adolescent & Adult Lit

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Building on scholarship that emphasizes a relationship between critical literacy and place‐conscious pedagogy, this article describes a community inquiry project that asked undergraduates in an introductory literacy studies course to use oral histories that they collected from people in the Arkansas Ozark region to engage in placemaking and reclaim narratives about literacy in the area where they lived. The Literacy in Ozark Lives project challenged the students to examine the oral histories with an eye toward identifying people and institutions that sponsored their interviewees’ experiences with reading and writing, and explaining how social and economic transformations in the region shaped the purpose of their interviewees’ literacy. To conclude the project, the students produced digital video essays intended to complicate problematic cultural models that promote a deficit view of people and literacy in the U.S. South, particularly the Arkansas Ozark region.

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Literacy, Place, and Pedagogies of Possibility

Cited by 103 publications

References 0 publications

Thrown Together: Incorporating Place and Sustainability into Early Literacy Education

Thrown Together: Incorporating Place and Sustainability into Early Literacy Education

Telling stories: engaging critical literacy through urban legends in an English secondary school

“A Place Thriving With History”: Reclaiming Narratives About Literacy in the Arkansas Ozarks

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