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Tinkering toward teacher learning: a case for critical playful literacies in teacher education
Abstract
Purpose
The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be “playful” in teaching and teacher education?
Design/methodology/approach
To examine how teacher educators may design for teachers’ critical playful literacies, the authors offer three “worked examples” (Gee, 2009) of preservice teachers’ playful practices in an English literacies teacher education course.
Findings
The authors highlight instructional design elements pertinent to co-designing for teachers’ play and playful literacies in teacher education: generative constraints to practice everyday ingenuity, figuring it out to foster teacher agency and debriefs to interrupt the teaching’s perpetual performance.
Originality/value
The term “playful,” as a descriptor of practice and qualifier of activity appears frequently in educational literature across domains. The relationship of play to critical literacies – and, more specifically, educators’ literacies and learning – is less frequently explored.
... The dramatic transformation of global education has led to fundamental changes in how educational institutions prepare teachers, especially in developing critical and creative thinking capabilities (Abuhassna & Alnawajha, 2023;Olney et al., 2023). Studies by McBride et al. (2023) and Huang and Sang (2023) indicate that this shift was further accelerated by the COVID-19 pandemic, which impacted over 1.6 billion students worldwide, with 94% experiencing educational disruptions. This dramatic change has exposed significant deficiencies in the readiness of aspiring educators for technology-driven learning environments, particularly in their ability to develop essential cognitive skills (Silva et al., 2022;Wong et al., 2021). ...
... Similarly, Hamid et al. (2021) found that while most novice educators exhibit moderate levels of critical and creative thinking, those with advanced cognitive skills demonstrate notably higher teaching efficacy. Additionally, studies by Wong et al. (2021) and McBride et al. (2023) emphasize the benefits of blended and experiential learning in enhancing higher-order thinking, though barriers to widespread adoption remain. ...
... Wong et al. (2021) contribute valuable insights through their research on blended learning approaches, showing how these methods effectively promote problem-solving and higher-order cognitive skills in digital environments. The integration of technology into pedagogical practice represents a critical aspect of digital competency development, as emphasized by McBride et al. (2023), who highlight the importance of playful learning experiences in developing digital competencies. ...
... In other words, what makes CAI "fun" is the intertwining of the generative dimensions of AI (e.g. the creative possibilities of writing/rewriting with/alongside AI) with the imaginative potential of stories (e.g. the world-building capacities to extend stories beyond the boundaries of page and screen). In the sections that follow, we explore how these interconnected dimensions are capitalized on and operationalized by the CAI platform even as we highlight the potentials for "critical play" (McBride et al., 2023) to support youth theorizing about the nature of generative AI and its impact on digital writing. ...
... Opportunities for "messing around" with generative AI tools can provide a door to these kinds of critical conversations, as young people are already grappling with myriad ethical issues in their digital writing lives and need opportunities to talk about the full range of experiences, including the ways that they are learning from/with/through their creative experimentation as digital writers. We follow McBride et al. (2023) in suggesting that critical play can support people in understanding and grappling with everyday dilemmas around the "digital," providing young people with opportunities to develop as philosophers of technology. An expansive approach to critical sociotechnical and literacy learning might offer opportunities that legitimize experimentation Digital writing with AI platforms with unfamiliar technologies "just for fun" and provide sustained, nuanced engagement with the social issues and questions that young people identify as pressing. ...
Purpose
With the rapid advancement of generative artificial intelligence (AI), it is important to consider how young people are making sense of these tools in their everyday lives. Drawing on critical postdigital approaches to learning and literacy, this study aims to center the experiences and perspectives of young people who encounter and experiment with generative AI in their daily writing practices.
Design/methodology/approach
This critical case study of one digital platform – Character.ai – brings together an adolescent and adult authorship team to inquire about the intertwining of young people’s playful and critical perspectives when writing on/with digital platforms. Drawing on critical walkthrough methodology (Light et al. , 2018), the authors engage digital methods to study how the creative and “fun” uses of AI in youths’ writing lives are situated in broader platform ecologies.
Findings
The findings suggest experimentation and pleasure are key aspects of young people’s engagement with generative AI. The authors demonstrate how one platform works to capitalize on these dimensions, even as youth users engage critically and artfully with the platform and develop their digital writing practices.
Practical implications
This study highlights how playful experimentation with generative AI can engage young people both in pleasurable digital writing and in exploration and contemplation of platforms dynamics and structures that shape their and others’ literate activities. Educators can consider young people’s creative uses of these evolving technologies as potential opportunities to develop a critical awareness of how commercial platforms seek to benefit from their users.
Originality/value
This study contributes to the development of a critical and humanist research agenda around generative AI by centering the experiences, perspectives and practices of young people who are underrepresented in the burgeoning research devoted to AI and literacies.
... For example, researchers investigating playful literacies in spaces led by queer gamers of color have noted that a focus on critical consciousness raising alongside an analysis of societal power are central practices in these communities (Storm & Jones, 2021). Similarly, as McBride et al. (2023) argue, play in and of itself is not necessarily critical, but it does open space for such practices. In future work, researchers might investigate the extent to which the dimensions of power shape player-responsewhether players are reinforcing normative societal power structures or are challenging these structures. ...
This article examines how youths and adults make meaning across three play-based contexts: digital roleplaying, cosplaying, and improvisational theatre. Thinking with reader-response theory and employing methods of nexus analysis, we examine how the latter three cases illuminate new ways of understanding and engaging with play-based texts. As a result, we forward three principles of play-based response that expand traditional notions of reading. Our findings support researchers and practitioners by offering new invitations to engage youth learning through play-based texts.
Our collective of teacher educators and researchers share the contours of a collaboration on a critical arts-based research project. We attend to the ways we collaboratively composed a table-top roleplaying game, a text intended to support players in co-creating their own speculative fiction. Our game, We Know Something You Don’t Know, was designed in the Belonging Outside Belonging system (Alder, 2018) to support collaborative speculative storytelling in learning settings. Specifically, we aimed to support preservice and in-service teachers’ reflection on how the power structures of schooling frame some children as troublemakers (Shalaby, 2017), and to engage with Shalaby’s call to consider what those troublemakers might teach us about dysfunctional structures of schooling. Our findings suggest that our collaborative composing was shaped by immediations (Ehret et al., 2019)– moments of yes which led to decisions around what should be fixed or stay open for players, recursively sparking further immediations.
Racial inequalities persist in education, impacting various aspects, including language teaching. Traditional English language education has often favored standard English, inadvertently marginalizing non-native English speakers and users of diverse English varieties. This perpetuation of linguistic bias reinforces White hegemony within educational systems. This article contends that Global Englishes offers a promising approach to ameliorating racial inequalities in language education. It delves into the core principles of Global Englishes, scrutinizing linguistic, sociolinguistic, and sociocultural diversity and fluidity inherent in English use and its users in our globalized world. Furthermore, it explores how the Global Englishes Language Teaching (GELT) framework can promote equality, emphasizing best practices for implementing GELT to address racial inequalities. Global Englishes advocates for a more adaptable view of language, liberating non-native speakers from native-speaker norms. Global Englishes places learner agency at the forefront, nurturing linguistic creativity, advocating for curricula that acknowledge multilingualism as the norm, and affirming learners’ linguistic repertoires without reference to native norms. It also encourages a critical approach, analyzing the impact of prevailing standard language ideologies and White native-speakerism biases within learners’ contexts. The article concludes by offering insights into future directions to address racial inequalities in education, emphasizing the importance of incorporating multiracial perspectives into educational frameworks.
Dignity is an important construct for all students, especially those whose voices and perspectives have been historically relegated to the margins because of their racial, ethnic, and linguistic identities. With recent legislation that stands to further calcify the systemic oppression and racial violence that remains so deeply entrenched in US schools, it is urgent to understand how minoritized students broker dignity—or feelings of self-worth, value, and well-being—while navigating multiple and oftentimes intersectional keloids of dehumanization. Currently, we know very little about how dignity is developed and enacted by students within educational settings, and even less attention is paid to how literacy factors into these engagements. To address this gap, my paper is guided by the following inquiry, explored within the context of a yearlong youth participatory action research class: How do BIPOC, middle school youth leverage critical literacies and epistemologies to negotiate dignity? Data for this paper, which were drawn from a larger, critical ethnographic study, were analyzed using what I name as a literacies of dignity framework that utilized theories of critical literacies (Freire, 1970/2000; Janks, 2013), felt dignity (Gallagher, 2004; Stephens & Kanov, 2017), and youth epistemologies (Filipiak, 2020; Green et al., 2020; Kelly, 2023) to explore how middle school youth examined and critiqued three sites of devaluation: media, schooling, and adult/youth relationships. Findings reveal important ways youth were able to reimagine ways of being together and caring for one another in social, educational, and even global contexts that rendered them disposable, leveraging critical literacy engagements to broker moments of collective intimacy and vulnerability. This, in turn, fueled their sense of dignity, offering important implications for justice-centered literacy education.
This study was conducted to evaluate the implementation of science literacy-based learning in primary schools. The evaluative quantitative investigation used Stake's Countenance Model to measure the implementation of authentic assessments, including three critical stages, namely (1) Antecedent, (2) Process, and (3) Outcomes. A purposive sampling technique was used to select 20 Islamic Elementary Schools (IES) in West Java that participated in the Indonesian Madrasah Competency Assessment (IMCA) result follow-up training programs. Furthermore, data collection methods included observation, interviews, and questionnaires, which were analyzed using a percentage-based analytical approach. This allowed direct understanding into the information disclosed and the identification of specific aspects of the studied problem. Observation and interview data were analyzed using an interactive model, including data collection, display, and conclusion. The results showed that several aspects did not achieve the 100% standard. Planning (Atencedents) in the “Not Good” category with a percentage of 61.40%, while Implementation (Transaction) and Results (Outcomes) stages obtained 70.17% and 52.36% in the “Enough” and the “Very Not Good” categories.
This article provides a comparative case study of two connected learning experiences in teacher education that vary in scope, participants, time, and design to consider the questions: 1) What characterizes humanizing engagement across varied experiences of connected learning in teacher education? and 2) What repertoires of practice become shared through discourses of collegiality in educators’ connected learning experiences? Back-tracing from educators’ written reflections to their digitally networked activity in Twitter chats, processual case analysis involved rounds of inductive coding and exploratory data visualization. We identified repertoires of practice across three continua of preservice and inservice educators’ practices–sharing, care, and experimentation–which together characterize a range of more and less humanizing discourses of collegiality. Participants in both cases reflected on experiences across the spectrum of each continua, highlighting the limits of these connected learning designs in fostering humanizing learning experience in teacher education. We provide implications for teacher educators regarding fostering more critical and reflexive humanizing connected learning in teacher education as well as for the design of such experiences.
The prevalence of high-stakes testing, scripted curricula, and accountability measures in schools discourages experimentation with curriculum. This article encourages curriculum design experimentation in teacher education by proposing playful practices, game-like activities for designing curriculum that draws on students' out-of-school literacies. We explore the benefits and challenges of game-based curriculum design with preservice teachers (PSTs; N = 19) in two public university secondary English education courses and trace one PST's take-up of the curriculum design moves through incorporation of these playful practices into her classroom. Data collection occurred across one academic year and included field and observation notes, written reflections, interview data, and artifacts. Findings show the potential for game-based curriculum design in literacy teacher education to (1) create an imaginative space between teacher and student, (2) encourage col-laborative production, (3) connect PST university coursework to classroom practice, (4) support students' creative language production, and (5) create playful social contexts for participatory learning. Challenges highlight the importance of attending to power dynamics in game play and design. Implications include how game-based pedagogical invitations in teacher education can help PSTs imagine new ways to organize classroom structures and literacy learning experiences that value an interplay of youth cultures and classroom curriculum.
In this chapter, we examine literacy research that looks beyond print to recognize the action texts in young children's media production and to better understand the mutually constitutive relationships among play and making in contemporary childhoods. How do these areas merge in children's classroom productions in digital puppetry, toymaking, drama, animation, filmmaking, and crafting of artifacts? Our focus is on shared imaginative production in classroom cultures to understand play and making as powerful literacies with value in their own right, producing unapologetically printless texts assembled with physical actions and materials that move and recruit across digital networks. We draw upon contemporary research on imagination and literacies as social action, looking at the nexus of play and making as a site of collective meaning-making and cultural production, that both contests and reinscribes boundaries in digital cultures, resonates and ruptures dominant discourses, and mobilizes youth and materials. Play and making are literacies that run on peer culture passions, often centered on electronic games and digital play with popular media. But it is also important to note that it is not necessary for children to be online or to be using new technologies to be deeply entangled in imaginative labor as young participants in global flows and digital cultures. In the following sections, we survey emerging theories and research that show the impact on children's learning and participation in classrooms of playful literacies and practices of making within the collective imaginaries that circulate in and through childhoods.
A proposal to move the academic area of digital media and learning toward more coherence.
In this report, noted scholar James Paul Gee discusses the evolution of digital media and learning (DMAL) from its infancy as an “academic area” into a more organized field or coherent discipline. Distinguishing among academic areas, fields, disciplinary specializations, and thematic disciplines, Gee describes other academic areas that have fallen into these categories or developed into established disciplines. He argues that DMAL will not evolve until a real coherence develops through collaboration and the accumulation of shared knowledge. Gee offers a concrete proposal of one way scholars in DMAL could move the area forward to a more cohesive, integrated, and collaborative enterprise: the production of what he terms “worked examples.” In Gee's sense of a worked example, scholars attempting to build the new area of DMAL would publicly display their methods of valuing and thinking about a specific problem, proposing them as examples of “good work” in order to engender debate about what such work in DMAL might come to look like and what shape the area itself might take. The goal would not be for the proposed approach to become the accepted one but for it to become fodder for new work and collaboration. Gee concludes by offering a sample worked example that illustrates his proposal.
In this concluding synthesis, the author examines the 18 chapters of Teacher Pioneers: Visions From the Edge of the Map as a project with a challenging and necessary premise: Educators can creatively design games and usefully research game-based learning, and more educator-inspired and gameful approaches to teaching and learning can and should transform schooling. Because this conclusion—like the book as a whole—considers technological and social developments as inseparable, it is possible to map anew the dynamic relationships between school and game, and to better plot how educator design and agency can reorient schooling from puzzle making and maintenance toward the playful. The expressions of educator agency featured throughout Teacher Pioneers act as a collective counternarrative to trends such as games as textbooks, and also games as expert assessment tools. Alternatively, a conception of gameful learning is advanced to describe educators as committed to playfulness, design, and agency within game-based teaching and learning.
In this article, we advance an approach to design research that is organized around a commitment to transforming the educational and social circumstances of members of non-dominant communities as a means of promoting social equity and learning. We refer to this approach as social design experimentation. The goals of social design experiments include the traditional aim of design experiments to create theoreticallygrounded and practical educational interventions, the social agenda of ameliorating and redressing historical injustices, and the development of theories focused on the organization of equitable learning opportunities. To illustrate how we use social design methodology, we present two examples that strategically reorganized the sociohistorical practices of communities to expand learning as a key goal. We conclude with a discussion of the opportunities this approach creates for learning scientists to form effective research partnerships with community members, as well as the responsibilities it entails for creating a more just society.
The Connected Learning Massive Open Online Collaboration (CLMOOC) is an online professional development experience designed as an openly networked, production-centered, participatory learning collaboration for educators. Addressing the paucity of research that investigates learning processes in MOOC experiences, this paper examines the situated literacy practices that emerged as educators in CLMOOC composed, collaborated, and distributed multimediated artifacts. Using a collaborative, interactive visual mapping tool as participant-researchers, we analyzed relationships between publically available artifacts and posts generated in one week through a transliteracies framework. Culled data included posts on Twitter (n = 678), a Google+ Community (n = 105), a Facebook Group (n = 19), a blog feed (n = 5), and a “make” repository (n = 21). Remix was found to be a primary form of interaction and mediator of learning. Participants not only iterated on each others’ artifacts, but on social processes and shared practices as well. Our analysis illuminated four distinct remix mobilities and relational tendencies—bursting, drifting, leveraging, and turning. Bursting and drifting characterize the paces and proximities of remixing while leveraging and turning are activities more obviously disruptive of social processes and power hierarchies. These mobilities and tendencies revealed remix as an emergent, iterative, collaborative, critical practice with transformative possibilities for openly networked web-mediated professional learning.
This article, part of a four-year research partnership with a multilingual faith community and its school, explores what happened when we invited young children in an aftercare program to inquire into the university from their perspectives. Through a sociocultural literacy framework and realist theories of identity and experience, we examine the children's organic forms of sense making through what we describe as critical play. The children took up our invitation to represent their inquiries into college by using humour and imagination to demystify the university and make it their own. We conclude with some specific recommendations for colleges and universities interested in supporting access to higher education, especially for those young children who may not have the economic means or the entitlement of institutional legacy as part of their social habitus.
A growing body of research has focused on the role of play in young children's literacy development and early-literacy learning. In reviewing this research, the authors define the play-literacy nexus as that space where play, language, and emerging literacy behaviors converge and interact. They describe findings about the play-literacy nexus (which they call knowledge of the nexus) and what these findings mean for children, their parents, and their teachers in literacy develop-ment and early-literacy learning (which they dub knowledge in the nexus). They define play and literacy in terms of this current knowledge; they review the major theoretical frameworks that give rise to play-literacy hypotheses and relationships; and they discuss topics that connect play and literacy, including literacy-enriched play environments, play's role in narrative development, and how play supports cognitive-linguistic abilities and skills that help children learn to read. They argue that knowledge of the play-literacy nexus, i.e., research, should determine the nature of the knowledge used in the play-literacy nexus within the larger con-text of early-childhood education, and they illustrate their argument with several evidence-based techniques for classroom practice, including literacy-enriched play environment design, topic-and theme-related dramatic play, and play plan-ning. Key words: early childhood education; early literacy; literacy-enriched play environments; play-literacy nexus; play planning; theme-related dramatic play Brian Sutton-Smith (1995), the eminent play theorist, has called play a "medium for propaganda for one propaedeutic sort or another" (283), implying that "children learn something useful from their play" (279). Although early-childhood theorists (Piaget 1962; Vygotsky 1976) and researchers (Pellegrini 2011; Smith 2010) have not established scientifically that children learn useful things from play, proving such has become the scholarly quest of many. Much of their education-oriented scholarship has examined how play provides oppor-tunities for children to become literate and learn about mathematics, science, and the world in general.
Can critical literacy move into mainstream state-mandated curriculum?
Many teachers still struggle to find a coherent and meaningful framework for incorporating new literacies into their instruction. This case study examines the teaching and learning that took place in a New and Multimodal Literacies class for preservice English teachers to understand how the ideas of connected learning are generative yet challenging as educators seek to create transformative, technology-integrated, and equity-oriented literacy learning experiences for students. Findings suggest that when teachers explore technological tools with connection in mind, they can develop instructional experiences that forefront student interests and critical literacy learning. The study offers a vision of connected teaching to guide digital literacy teacher education into the future.
Background
A significant body of scholarship has highlighted the importance of improvisation in teaching, particularly the interactional and responsive creativity that is required for teachers to co-construct meaning with students. However, recent efforts inside and outside university-based teacher education have pushed against novice teacher learning through improvisation, preferring to focus on the “practicing” of identifiable components or discrete techniques of teaching.
Purpose
Based on an expansive view of practice, I argue that improvisation is inextricably connected to practice and illustrate that the marginalization of improvisation limits opportunities for novice teachers to learn the relational aspects of teaching. I develop the concept of principled improvisation: improvisation that is purposefully oriented toward justice and that accentuates each moment of teaching as political, ethical, and consequential. I describe the design of a learning environment for preservice teachers that was organized around principled improvisation and demonstrate its unique affordances for particular forms of novice teacher learning.
Research Design
Based on a close reading of novice teachers’ weekly reflections and audio recordings and field notes from the whole-class discussions, I highlight five examples of practice guided by principled improvisation that span a diversity of participants, contexts, and scale. These illustrative cases are not meant to systematically characterize all instances of practice guided by principled improvisation in the course; rather, they are meant to be invitations to grapple with new pedagogical and learning possibilities (and limitations) that emerge when teacher education is organized around principled improvisation. In particular, I explore how learning to listen played prominently in teacher practice guided by principled improvisation and examine how the opportunity to narrate, re-narrate, and re-envision experiences allowed novice teachers to learn and collectively build place-relevant theory.
Conclusions
The opportunities to learn to recognize emotion, listen, see race in place, consider political expression, and make sense of power across scales were significant aspects of the relational work of teachers that were learned by organizing novice teacher learning around principled improvisation. These forms of learning could not have taken place if the experiences of the novice teacher were only organized around the rehearsal of components of teaching. It required teaching in a complex space that connects self and interactions in place to larger structures and ideologies in society.
An examination of subversive games—games designed for political, aesthetic, and social critique.
For many players, games are entertainment, diversion, relaxation, fantasy. But what if certain games were something more than this, providing not only outlets for entertainment but a means for creative expression, instruments for conceptual thinking, or tools for social change? In Critical Play, artist and game designer Mary Flanagan examines alternative games—games that challenge the accepted norms embedded within the gaming industry—and argues that games designed by artists and activists are reshaping everyday game culture.
Flanagan provides a lively historical context for critical play through twentieth-century art movements, connecting subversive game design to subversive art: her examples of “playing house” include Dadaist puppet shows and The Sims. She looks at artists' alternative computer-based games and explores games for change, considering the way activist concerns—including worldwide poverty and AIDS—can be incorporated into game design.
Arguing that this kind of conscious practice—which now constitutes the avant-garde of the computer game medium—can inspire new working methods for designers, Flanagan offers a model for designing that will encourage the subversion of popular gaming tropes through new styles of game making, and proposes a theory of alternate game design that focuses on the reworking of contemporary popular game practices.
Anne Haas Dyson analyzes primary students' spontaneous, unsanctioned talk in the classroom and argues that these interactions — often regarded as "time off task" — can become occasions for engaging in intellectually demanding tasks. Drawing upon research conducted over a two-year period in an urban elementary school, the author presents an overview of the accomplishments of children who, without explicit directions from their teacher, collaborated with one another to create extended stories and critique the logic of those stories. Dyson maintains that these examples of spontaneous talk supported the intellectual development of these beginning writers, thereby extending conventional definitions of students' "on" and "off" task behavior.
The paper draws on ethnographic data on children's game-playing in Khwezi Park outside Cape Town. This unsupervised, child-choreographed play is seen as a site of meaning-making and identity work where children draw on a range of resources and influences to take and make meaning. These resources for semiosis and interaction are multilingual and multi-modal, and are sourced from social domains that are local, regional and global. This site of play is shown to be itself a distinctive domain where these children can mediate and model for each other the semiotics, practices and resources of school, local and popular culture, religion, mass media and home. These resources allow them to experiment as meaning-makers and sign-makers under condi- tions of peer feedback in a situated context where there is both contained specificity and freedom to innovate. Such sustained peer-play is seen to be a resource for this particular group of children, encouraging them to be inventive and reflexive in devel- oping their sign-making potentials. The children's social semiotic activity is seen as productive of meanings that are seen as both hybrid in their sources, domain-specific and linked to the children's performances in other contexts, particularly that of school-based reading and writing.
This article explores issues of critical media literacy with middle school students in an urban setting in the United States. The author focuses on data from a qualitative study engaging students in the reading and writing of video texts. The article examines intersections of issues relating to the “crisis of representation” in social science research and critical media literacy pedagogy. The middle school participants involved in this media literacy project proved to be quite articulate in regard to their critique of mainstream media. In addition, the students resisted teacher‐centered approaches to critical media literacy that would have them creating counternarratives based on the “politics of the mundane.” The author argues for the importance of a critical media literacy pedagogy that is careful to make curricular space for students' discussions and explorations of issues of representation in media texts.
تستكشف هذه المقالة قضايا التعلم النقدي في دراسة وسائل الإعلام مع طلاب المدرسة المتوسطة في موقع مدني في الولايات المتحدة. ويركز المؤلف على معطيات مأخوذة من دراسة نوعية شغلت الطلاب في قراءة نصوص الفيديو وكتابتها. وتفحص المقالة تقاطعات القضايا المتعلقة بـ((أزمة التمثيل)) في أبحاث العلوم الاجتماعية وعلم أصول التدريس بشأن التعلم النقدي في دراسة وسائل الإعلام. وإن طلاب المدرسة المتوسطة المشتركين في مشروع دراسة وسائل الإعلام هذا عبروا عن أنفسهم تعبيراً دقيقاً بصدد نقدهم بوسائل الإعلام الرئيسية. بالإضافة إلى ذلك قاوم الطلاب المنهاج المتركز على المعلم في التعلم النقدي في وسائل الإعلام وهو منهاج يخلق الطلاب فيه الحكاية المضادة القائمة على ((سياسة الملل والكلل)). إذ يحتج المؤلف لأهمية منهاج التعلم النقدي في دراسة وسائل الإعلام الذي يحرص على تكوين مكان منهاجي لمناقشات الطلاب واستكشافاتهم في قضايا التمثيل في نصوص وسائل الإعلام.
本文探讨在美国城市学校教授中学生批判式媒体读写文化的问题。作者聚焦于从一项定性研究所得的资料，其研究是有关令学生投入阅读与写作视频文本的教学。本文考查与社会科学研究中的「表征危机」及批判式媒体读写文化教学法相关而两者相交的问题。根据所得资料的显示，该媒体读写文化研究计划里的中学参加者，对主流媒体的批判，相当能言善辩。资料亦显示，学生抗拒以教师为中心的批判式媒体读写文化教学方法，该等教学法要学生按照「世俗政治」来创作他们的对抗叙事语篇。谨慎设计课程，给予学生课程空间，让学生讨论及探索有关媒体文本表征的议题，这样的批判式媒体读写文化教学法，本文作者肯定其重要性。
Cet article explore la question de la littératie critique des médias avec des élèves de collège dans un milieu défavorisé aux Etats‐Unis. L'auteur se centre sur les données d'une étude qualitative qui met les élèves en situation de lecture et écriture de textes vidéo. L'article examine l'intersection entre les questions relatives à la « crise de la représentation » dans la recherche en sciences sociales et la pédagogie de la littératie critique des médias. Les participants d'un collège impliqué dans ce projet de littératie des médias ont semblé très au clair en ce qui concerne la critique des médias de masse. De plus, les élèves ont résisté aux approches centrées sur le maître vis‐à‐vis de la littératie critique des médias qui leur aurait fait créer des contre projets basés sur « la politique ordinaire ». Les auteurs plaident en faveur de l'importance d'une pédagogie critique de la littératie des médias qui prenne soin de faire place aux discussions des élèves et à une exploration de la question des représentations dans les textes des médias.
В статье исследуются вопросы становления критической медиаграмотности учащихся средней возрастной группы в городской школе США. Автор рассматривает данные качественных исследований, посвященных участию школьников в чтении видеотекстов и их создании. Автора особенно занимают аспекты исследований, находящиеся на стыке того, что в социальных науках называется “кризисом представления” – с одной стороны – и преподаванием критической медийной грамотности, с другой. Учащиеся средней школы, участвовавшие в этом проекте, весьма членораздельно выразили свое критическое отношение к господствующим в обществе средствам массовой информации. Кроме того, учащиеся сопротивлялись подходам к критической медиаграмотности, исходящим из представлений учителя, который неизменно предлагал им создавать контрнарративы, основанные на реальной мировой политике. Автор уверен, что критическую медиапедагогику необходимо выстраивать, тщательно формируя учебный план, позволяющий учащимся обсуждать и исследовать интересные для них вопросы репрезентации в медиатекстах.
Este artículo explora temas de conocimientos críticos de los medios de comunicación en estudiantes de escuela intermedia en una ciudad estadounidense. El autor se enfoca en data de estudios cualitativos que involucraban a los estudiantes en la lectura y la escritura de textos para videos. El artículo examina la intersección de temas pertenecientes a la “crisis de representación” en la investigación de las ciencias sociales y la pedagogía de conocimientos críticos de los medios de comunicación. Los estudiantes que tomaron parte en este proyecto supieron expresar bastante bien sus críticas de los medios de comunicación convencionales. Además, los estudiantes resistieron acercamientos a la crítica de dichos medios centrados en el maestro que los hubiera hecho crear contra‐narraciones basadas en la “política de lo trivial”. El autor insiste en la importancia de una pedagogía de conocimientos críticos de los medios de comunicación que se esmere por crear espacio en el currículo para que los estudiantes puedan discutir y explorar los temas de representación en los textos de los medios.
Highlights opportunities for engaging pleasurable and powerful literacies by looking closely at a student's appropriations of the popular text Pokemon. Shows the literacies he learned and used while participating as a member of a Pokemon club and in creating his own Pokemon cards. Discusses the powerful and creative learning students can bring to the aspects of popular culture with which they choose to identify. (SG)
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