Seeing and Hearing Students' Lived and Embodied Critical Literacy Practices

Johnson, Elisabeth; Vasudevan, Lalitha

doi:10.1080/00405841.2012.636333

Cited by 58 publications

(50 citation statements)

References 13 publications

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“…When students create stories and narratives about their valued objects they not only empower their literacy skills but also engage in artistic way of thinking through interpreting and meaning-making. The story telling and narrative creation process becomes a social act because when students share their lived lives (values, cultures, and identities) through their narratives, different social norms emerge; furthermore, these social norms are circulated through interpretation and meaning-making (Johnson and Vasudevan, 2012). Thus, artifacts as stories are powerful art forms that engage students in social, creative, and critical acts in literacy practices and spur them to be critically literate people.…”

Section: Resultsmentioning

confidence: 99%

Arts-based Research and the Artistic and Creative Role of Artifacts as Stories in Literacy Practices

Debreli¹,

Aslantürk-Altintuğ²

2017

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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This paper makes a debate on arts-based methodologies in terms of their application to literacy practices of students' wherein out-of-school artifacts are used to reveal stories about students' lives and strengthen their creative and critical thinking skills. It is argued that different stories and narratives emerge when we listen to students' narrating about artifacts, thus we claim that the application of artsbased methodologies to the field of literacy would enable educational researchers to obtain useful information about students' identities, values, and cultural backgrounds, and assist students artistically in using their creativity, imagination, and self-reflection in the narration process. Throughout the paper, the importance of multimodal literacy practices and how such practices can be enhanced through the use of narratives; the issue of self-reflexivity to emphasize students' subjective and reflexive presence as co-researchers in arts-based inquiries; and the issue of visual objects as modes of arts-based inquiries are discussed. A discussion on artifacts and everyday objects as reflections of others' lives and self-identities is also presented. Finally, artifactual literacies as both mode and medium in arts-based research are introduced.Key Words: Arts-based research, narratives, critical thinking, literacy research. Uludağ Üniversitesi Eğitim Fakültesi Dergisihttp://kutuphane.uludag.edu.tr/Univder/uufader.htm E. Debreli ve F.A. Altıntuğ / Eğitim Fakültesi Dergisi 30 (2), 2017, 637-656 Sanat Temelli Araştırma ve Yapay Olguların Okur-yazarlık Calışmalarında Hikaye Olarak Artistik ve Yaratıcı Rolü ÖZET Bu çalışma, öğrencilerin okur-yazarlık uygulamalarına uygulandıkları anlamda sanat temelli metodolojiler üzerine tartışmalar yapmaktadır. Okul dışı eserlerin öğrencilerin yaşamları hakkındaki hikayeleri ortaya çıkarmak ve yaratıcı ve eleştirel düşünme becerilerini güçlendirmek için yararlı olduğu savunulmaktadır. Öğrencilerin eserler hakkında anlattıkları farklı öykü ve anlatıların ortaya çıktığı ve böylece sanat temelli yöntemlerin okur-yazarlık alanına uygulanmasının eğitim araştırmacılarının öğrencilerin kimlikleri, değerleri, ve kültürel geçmişe odaklanmaları ve öğrencilere sanatsal anlamda yaratıcılıklarını, hayal gücünü ve kendini yansıtmayı anlatım sürecinde kullanmalarında yardımcı olduğu tartışılmıştır. Makale boyunca multimodal okur yazarlık uygulamalarının önemi ve bu tür uygulamaların anlatıların kullanılması yoluyla nasıl arttırılabileceği; öğrencilerin sanata dayalı araştırmalarda eş araştırmacılar olarak öznel ve refleksif varlığını vurgulamak için öz-refleksivite meselesi; ve sanat esasına dayanan araştırma biçimleri olarak görsel nesneler konusu da kapsanmıştır. Nesne ve günlük objeler üzerine başkalarının hayatlarının ve öz kimliklerinin yansımaları olarak bir tartışma da sunulmuştur. Son olarak, sanat temelli araştırmalarda hem mod hem de orta olmak üzere yapay edebiyatlar tartışılmıştır.Anahtar Sözcükler: Sanat-temelli araştırma, kişisel hikayeler, yaratıcı düşünme, okur-ya...

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Section: Resultsmentioning

confidence: 99%

Arts-based Research and the Artistic and Creative Role of Artifacts as Stories in Literacy Practices

Debreli¹,

Aslantürk-Altintuğ²

2017

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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“…Also, critical literacy educators will inevitably encounter unexpected moments that push them out of their comfort zone (Johnson & Vasudevan, 2012). However, teachers should not feel discouraged to engage students in critical literacy practice by utilizingpersonal narratives and multimedia materials as a vehicle for reflective and critical learning.…”

Section: Resultsmentioning

confidence: 99%

“I Love this Approach, But Find It Difficult to Jump in with Two Feet!” Teachers’ Perceived Challenges of Employing Critical Literacy

Cho¹

2015

ELT

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Accompanying myriad definitions of critical literacy is an absence of pedagogical models for implementing critical literacy in teacher education contexts. This action research explores critical literacy with pre-service and in-service teachers in teacher education courses offered in the United States. The primary data sources include online weekly discussions on course readings in the TESOL methods courses I taught in Hawaii and Kansas. First, I propose the working definition of critical literacy in the study (Luke, 2012) and then present course participants' perceived challenges of employing critical literacy in their current and future classrooms. Findings reveal that despite the differences in the two instructional contexts, both groups recognized that the current standards-based, test-driven educational environment would be the major obstacle for enacting critical literacy in their classroom. In addition, the lack of understanding of critical literacy was addressed by both groups of teachers. I also discuss my struggle and dilemma as a critical teacher educator. Finally, this article concludes with suggestions for introducing critical literacy in teacher education contexts.

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“…For Elmesky (2005), those were resources that adhered both to the materiality of the body and to the cultural ways of being in the world. This dual focus on the materiality of the body and the constructedness of selves was also evident in Johnson and Vasudevan's (2012) study of students' critical performances through embodied texts, namely, clothing, hair, and accessories as well as their postures, laughter, and humour. Students engaged critically with school-sanctioned texts through their bodies, as those were shaped by social norms regarding race, gender, class, ethnicity, age, and ability.…”

Section: Literacy and The Body Literacy As Embodiedmentioning

confidence: 94%

Reading (through) bodies: students’ embodied performances of poetry and testing

Kontovourki

2014

Pedagogies: An International Journal

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Seeing and Hearing Students' Lived and Embodied Critical Literacy Practices

Abstract: In this article, the authors argue that teachers and researchers must expand current verbo-and logo-centric definitions of critical literacy to recognize how texts and responses are embodied.

Cited by 58 publications

References 13 publications

Arts-based Research and the Artistic and Creative Role of Artifacts as Stories in Literacy Practices

Arts-based Research and the Artistic and Creative Role of Artifacts as Stories in Literacy Practices

“I Love this Approach, But Find It Difficult to Jump in with Two Feet!” Teachers’ Perceived Challenges of Employing Critical Literacy

Reading (through) bodies: students’ embodied performances of poetry and testing

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