Content uploaded by Rahat Zaidi
Author content
All content in this area was uploaded by Rahat Zaidi on Jul 11, 2015
Content may be subject to copyright.
The Routledge Handbook of Contemporary Literacy Studies
... Another interesting aspect of this model is that it draws attention to the status and power traditionally ascribed to certain literacy practices over others in educational institutions. In this way, practices associated with the majority or dominant culture have traditionally been regarded as more relevant in the school context and therefore used as mechanisms to establish and perpetuate power asymmetries between literacy practices and cultures, turning teaching into a colonising enterprise [33]. In this regard, prior research has shown that colonising practices imposed on students from marginalised groups "often reinforced the broader societal patterns of exclusion and discrimination" [24] (p. ...
... Furthermore, this study shows that the English language classroom becomes a perfect site for the exploration of the different literacy cultures in which learners are immersed and to establish connections between the out-of-school and the classroom contexts. This is so because the FL classroom occupies a sort of in-betweenness, a space that has been claimed to be advantageous for the construction of biliterate identities [33]: it is a pluricultural and plurilingual space [50] where at least two cultures and two languages come into contact and contribute to the construction of learners' pluricultural and plurilingual identity [51]. As such, it should be a space constructed on the adequate diagnosis of the literacy languages and cultures that are involved, the tensions that may arise between them and the ways in which these can be negotiated through the activation of learners' literacy reservoirs. ...
Despite efforts on the part of institutions, professionals and social agents, the Roma population in Europe still lacks equal access to education. Difficulties in literacy development are at the root of this: Roma learners present lower literacy rates than non-Roma learners and learners in non-segregated schools, preventing them from transitioning to secondary education. This article presents the results of ethnographic research with a group of Roma primary learners in Southern Spain. The aim was to analyse the contexts, interactional spaces, contents and practices of learners’ engagement with literacy in and outside the classroom. Data analysis was carried out using an adaptation of the continua model of biliteracy, useful for analysing literacy practices in contexts with different literacy cultures. Results show that communicative practices that challenged skills-based literacy models helped activate learners’ literacy reservoirs, enhancing their literacy engagement and allowing them to renegotiate their position as Roma learners in a non-Roma institution and as text creators in the classroom. Conclusions point to the need to decolonise classroom practice by identifying learners’ literacy reservoirs and ways to activate these, contributing to a more inclusive and sustainable model of literacy education consistent with the United Nations’ Sustainable Development Goal for quality education.
... UNESCO también reconoce a la literacidad como la habilidad para comprender, interpretar y comunicar usando la escritura en diferentes contextos, que involucra el aprendizaje continuo, la adquisición y desarrollo del conocimiento, la participación de la sociedad, el uso de diferentes lenguajes, y reconoce que puede involucrar el uso de los medios de comunicación, la tecnología, la identidad cultural, los símbolos y los modos no verbales (UNESCO, Estas primeras definiciones generales se complementaron con diversas dimensiones sociales de la literacidad como las literacidades múltiples (Kerka, 2003;Kalantzis et al., 2020), la literacidad cultural (Kerka, 2003), la literacidad electrónica o digital y la ciberliteracidad (Cassany, 2005;Mikulecky, 2003), la literacidad científica (Vázquez Bailón, 2016), entre otras; y con diversos enfoques para la enseñanza de la literacidad como el enfoque crítico (Cassany, 2006(Cassany, , 2015Rogers & O'Daniels, 2015), el enfoque sociocultural (Riquelme y Quintero, 2017), el enfoque poscolonial (Naqvi, 2015), el enfoque integrador (Riquelme y Quintero, 2017), y diversos enfoques en el espacio (Mills y Comber, 2015;Gelvez Caballero et al., 2022;Pegueros Sánchez, 2019;Corbett, 2015;Kinloch, 2015;Hernández-Zamora, 2019;Souza, 2015). A partir de las diversas definiciones y estudios sobre literacidad, y tomando elementos de cada autor, enfoque y dimensión incluido en el marco teórico, se redactó para este estudio la siguiente definición de literacidad que fue usada para esta investigación: ...
La educación en México experimentó un cambio sustancial con la introducción del modelo educativo de la Nueva Escuela Mexicana (NEM) en el sistema educativo nacional. Este estudio realizó un análisis descriptivo de uno de los materiales para la formación docente sobre la NEM con el objetivo de identificar cómo se propone enseñar la literacidad en el modelo educativo y así seleccionar el enfoque para la enseñanza de la literacidad en la educación secundaria que responda al nuevo modelo educativo. Se creó una herramienta basada en la Teoría del Código de Legitimación (Maton, 2014), para analizar la gravedad y la densidad semántica de los términos relacionados con la literacidad en dicho material, lo que determinó mayor legitimación de los elementos rela-cionados con un enfoque comunitario de la literacidad, basado en la vida cotidiana de los estudiantes. Los re-sultados determinaron que el enfoque comunitario de la literacidad, centrado en la vida cotidiana de los estu-diantes, es fundamental para la implementación del nuevo modelo educativo. Esto plantea a los docentes el reto de analizar su comunidad para contextualizar su práctica educativa. Abstract Education in Mexico experienced a substantial change with the introduction of the New Mexican School (NEM) educational model into the national education system. This study carried out a descriptive analysis of one of the materials for teacher training on NEM to identify how it is proposed to teach literacy in the educational model and, in that way select the approach for teaching literacy in secondary education that responds to the new educational model. A tool based on Legitimation Code Theory (Maton, 2014) was developed to analyze the semantic gravity and density of literacy-related terms in the material, which revealed greater legit-imization of elements associated with a community-based literacy approach rooted in students' everyday lives. The results indicated that this community-based literacy approach, focused on the students' daily experiences, is essential for implementing the new educational model. This presents teachers with the challenge of analyzing their community to contextualize their educational practice.
This Element presents a necessary intervention within the rapidly expanding field of research in the environmental humanities on climate change and environmental literacy. In contrast to the dominant, science-centred literacy debates, which largely ignore the unique resources of the humanities, it asks: How does literary reading contribute to climate change communication? How does this contribution relate to recent demands for environmental and related literacies? Rather than reducing the function of literature to a more pleasurable form of information transfer or its affective dimension of evoking sympathy, climate change literacy thoroughly reassesses the cognitive, affective, and pedagogic potentials of literary writing. It does so by analysing a selection of popular climate novels and by demonstrating the role of fiction in fostering a more adequate understanding of, and response to, climate change. This title is also available as Open Access on Cambridge Core.
ResearchGate has not been able to resolve any references for this publication.