Sociocultural Positioning in Literacy

This text uses positioning theory as a guiding framework to examine teaching and learning in literacy related contexts. These contexts include a range of literate practices, participants and settings.

Author: Mary B. McVee

Publisher: Hampton Press (NJ)

ISBN: 1572739924

Category: Language Arts & Disciplines

Page: 270

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This text uses positioning theory as a guiding framework to examine teaching and learning in literacy related contexts. These contexts include a range of literate practices, participants and settings. Throughout the book, literacy practices, whether involving children or adults, are viewed as situated, social proceses contigent upon cultural contexts and the meaning-making systems used within such contexts.

Handbook of the Cultural Foundations of Learning

Revisioning: New perspectives of literacy with positioning theory. In: C. Brock, M. McVee, & J. Glazier (Eds.), Sociocultural Positioning in Literacy: Exploring Culture, Discourse, Narrative and Power in Diverse Educational Contexts (pp ...

Author: Na'ilah Suad Nasir

Publisher: Routledge

ISBN: 9781135039301

Category: Education

Page: 480

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Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics.

Theoretical Models and Processes of Literacy

Oak Creek, WI: National Reading Conference. McVee, M. B., Brock, C. H., & Glazier, J. A. (Eds.). (2011). Sociocultural positioning in literacy: Exploring culture, discourse, narrative, and power in diverse educational contexts.

Author: Donna E. Alvermann

Publisher: Routledge

ISBN: 9781351616522

Category: Education

Page: 624

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The Seventh Edition of this foundational text represents the most comprehensive source available for connecting multiple and diverse theories to literacy research, broadly defined, and features both cutting-edge and classic contributions from top scholars. Two decades into the 21st century, the Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports in earlier volumes; and most notably, contemporary literacy models and processes enhance and extend earlier theories of reading and writing. Providing a tapestry of models and theories that have informed literacy research and instruction over the years, this volume’s strong historical grounding serves as a springboard from which new perspectives are presented. The chapters in this volume have been selected to inspire the interrogation of literacy theory and to foster its further evolution. This edition is a landmark volume in which dynamic, dialogic, and generative relations of power speak directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Some additional archival essays from previous editions are available on the book’s eResource. New to the Seventh Edition: Features chapters on emerging and contemporary theories that connect directly to issues of power and contrasts new models against more established counterparts. New chapters reflect sweeping changes in how readers and writers communicate in a digital era. Slimmer volume is complemented by some chapters from previous editions available online.

Positioning Theory in Applied Linguistics

Sociocultural positioning in literacy: Exploring culture, discourse, narrative, and power in diverse educational contexts. Cresskill, NJ: Hampton Press. Menard-Warwick, J. (2004). “I always had the desire to progress a little”: Gendered ...

Author: Hayriye Kayı-Aydar

Publisher: Springer

ISBN: 9783319973371

Category: Language Arts & Disciplines

Page: 203

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This book is about Positioning Theory (Davies & Harré, 1990) and its potential applications in bilingual and multilingual contexts involving teachers, learners, speakers, and users of a second/foreign or additional language. By using Positioning Theory as a theoretical lens and analytical approach, the author illustrates how various social and poststructural concepts in applied linguistics and language teacher education, including identity, agency, language socialization, classroom participation, and intercultural communication, can be investigated and better understood. The book adds a new perspective to the growing body of multidisciplinary literature in the areas of L2 teacher education and classroom learning, and includes step-by-step guidelines for positioning analysis, insights and implications for classroom practice, as well as suggested directions for future research. It will be of particular interest to language teachers and teacher educators, as well as students and scholars of applied linguistics more broadly.

Social Diversity within Multiliteracies

Positioning theory and sociocultural perspectives: Affordances for educational researchers. In M.B. McVee, C. H. Brock, & J. A. Glazier (Eds.), Sociocultural positioning in literacy: Exploring culture, discourse, narrative, ...

Author: Fenice B. Boyd

Publisher: Routledge

ISBN: 9781317693314

Category: Language Arts & Disciplines

Page: 236

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Using a multiliteracies theoretical framework highlighting social diversity and multimodality as central in the process of meaning making, this book examines literacy teaching and learning as embedded in cultural, linguistic, racial, sexual, and gendered contexts and explores ways to foster learning and achievement for diverse students in various settings. Attending simultaneously to topics around two overarching and interrelated themes—languages and language variations, and cultures, ethnicities, and identities—the chapter authors examine the roles that multiliteracies play in students’ lives in and out of classrooms. In Part I, readers are asked to examine beliefs and dispositions as related to different languages, language varieties, cultures, ethnicities, and identities. Part II engages readers in examining classroom and community practices related to different languages and language varieties, cultures, ethnicities, and identities.

Psychology of Friendship and Enmity The

Social constructivism and the school literacy learning of students of diverse backgrounds. ... In M. B. McVee, C. H. Brock, & J. A. Glazier (Eds.), Sociocultural positioning in literacy: Exploring culture, discourse, narrative, ...

Author: Rom Harré

Publisher: ABC-CLIO

ISBN: 9781440803758

Category: PSYCHOLOGY

Page: 499

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This two-volume exploration of what might be termed "interpersonal war and peace" reveals why individuals and groups coalesce or collide, and how more positive relationships can be achieved.

Literacy Policies and Practices in Conflict

The Reading Teacher, 54, 482–492. McVee, M. B. (2011). “Positioning theory and sociocultural perspectives: Affordances for educational researchers” (pp. 1–21). In Sociocultural positioning in literacy: Exploring culture, discourse, ...

Author: Nancy Rankie Shelton

Publisher: Routledge

ISBN: 9781136312175

Category: Language Arts & Disciplines

Page: 188

View: 938

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Current U.S. school reform efforts link school success, student achievement, and teacher performance to standardized tests and narrowly prescribed curricula. How do test-driven, mandated curricula in urban school systems overtly and subtly impact teachers’ efforts to provide technologically advanced, challenging classroom environments that foster literacy development for all students? How do these federal policies affect instruction at the classroom level? The premise of this book is that, in order for teachers to confront and/or counteract the pressures placed on them from these policies, it is necessary to first understand them. This book takes a close look at the tensions that exist between federal mandates and contemporary literacy needs and how those tensions impact classroom practices. Providing a clear sociopolitical overview and analysis, it combines theoretical explanations with examples from current ethnographic research. Readers are challenged to (re)consider whether meeting test performance benchmarks should be the hallmark of school success when the goal of test performance supersedes the goal of producing highly literate, productive citizens of the future.

Navigating Gender and Sexuality in the Classroom

Exploring culture as discursive process: Positioning in teacher explorations of literacy and diversity. In M. B. McVee, C. H. Brock, & J. A. Glazier (Eds.), Sociocultural positioning in literacy: Exploring culture, discourse, narrative, ...

Author: Heather Killelea McEntarfer

Publisher: Routledge

ISBN: 9781317597759

Category: Education

Page: 222

View: 127

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Gender identity and sexuality play crucial roles in the educational experiences of students, parents, and teachers. Teacher education must more directly address the ways that schools reflect and reproduce oppressive gender norms, working to combat homophobia, transphobia, heteronormativity, and gendered expectations in schools. This volume examines teacher candidates’ experiences with gender and sexuality in the classroom, offering insight and strategies to better prepare teachers and teacher educators to support LGBTQ youth and families. This volume addresses the need for broader, more in-depth qualitative data describing teacher candidates’ responses to diversity in the classroom (including gender, sexuality, race, class and religion). By using pedagogical tools such as narrative writing and positioning theory, teacher candidates explore these issues to better understand their own students’ narratives in deeply embodied ways. This book calls for schools to be places where oppression, in all its complexity, is explored and challenged rather than replicated.

Video Pedagogy in Action

Positioning theory as lens to explore teachers' beliefs about literacy and culture. ... Sociocultural positioning in literacy: Exploring culture, discourse, narrative, and power in diverse educational contexts.

Author: Mary B. McVee

Publisher: Routledge

ISBN: 9781351707343

Category: Education

Page: 200

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Combining video analysis with the well-known Gradual Release of Responsibility (GRR) model, this book offers teacher educators a fresh perspective and a new tool for supporting teachers’ learning and reflection. The clearly articulated and useful framework shifts the focus away from children and toward teachers’ thinking about their own teaching practice. Interwoven with practical examples of the framework in use, this book identifies ways that teachers and teacher educators can foster more productive kinds of reflection about video-recorded classroom interactions and support preservice and inservice teachers. Offering key tools such as templates for reflection, video viewing guides, self-analysis checklists, and activities, this book moves the field forward and establishes video reflection and the GRR process as critical tools for teacher reflection, professional development, and effective teaching and learning.

Literacy Development with English Learners Second Edition

Sociocultural positioning in literacy: Exploring culture, discourse, narrative, and power in diverse educational contexts. Cresskill, NJ: Hampton Press. Morris, D., & Gaffney, M. (2011). Building reading fluency in a learningdisabled ...

Author: Lori Helman

Publisher: Guilford Publications

ISBN: 9781462526604

Category: Education

Page: 350

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As the number of students learning English in elementary schools across the country continues to grow, so does the body of research on their literacy development. This respected course text and teacher resource synthesizes cutting-edge scholarship on how to teach English learners (ELs) at all levels of English proficiency. Accessible chapters on key components of reading and writing combine theoretical issues with practical suggestions for the classroom. Case studies, vignettes, and samples of student work illustrate both the challenges facing emergent bilingual students and the types of high-quality instruction that can help them succeed. New to This Edition *Incorporates the latest research and key current topics, such as bilingual assessment. *Chapter on vocabulary instruction across the elementary grades. *Chapter on collaborative teaching and how to structure it. *Covers implementation of the Common Core State Standards with ELs.

Data Analysis Interpretation and Theory in Literacy Studies Research

Sociocultural positioning in literacy: Exploring culture, discourse, narrative, and power in diverse educational contexts. Cresskill, NJ: Hampton Press. Mercer, N., & Hodgkinson, S. (Eds). (2008). Exploring talk in school: Inspired by ...

Author: Michele Knobel

Publisher: Stylus Publishing, LLC

ISBN: 9781975502157

Category: Language Arts & Disciplines

Page: 275

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This research guide addresses the difficulties novice and early career researchers often have with understanding how theory, data analysis and interpretation of findings “hang together” in a well-designed and theorized qualitative research investigation, as well as learning how to draw on such understanding to conduct rigorous data analysis and interpretation of their analytic results. Books that describe data analysis approaches and methods often fail to address the question of how to decide which ones are most appropriate for a particular kind of study, and why they are the best options. This book seeks to clarify these issues in a distinctive way. Chapter authors draw on a successful study they have undertaken and spell out their “problem area,” research questions, and theoretical framing, carefully explaining their choices and decisions. They then show in detail how they analyzed their data, and why they took this approach. Finally, they demonstrate how they “translated” or interpreted the results of their analysis, to make them meaningful in research terms. Approaches include interactional sociolinguistics, microethnographic discourse analysis, multimodal analysis, iterative coding, conversation analysis, and multimediated discourse analysis, among others. This book will appeal to beginning researchers and to literacy researchers responsible for teaching qualitative literacy studies research design at undergraduate and graduate levels. Perfect for courses such as: Literacy Research Seminar | Introduction to Qualitative Research | Advanced Research Methods | Studying New Literacies and Media | Research Perspectives in Literacy | Discourse Analysis | Advanced Qualitative Data Analysis | Sociolinguistic Analysis | Classroom Language Research

Using English Words

Getting access to those meaning systems is obviously tied to literacy in important ways. ... an important link emerges between the mode and manner of literacy acquisition and sociocultural positioning: Literacy is learned in specific ...

Author: P. Corson

Publisher: Springer Science & Business Media

ISBN: 9789401104258

Category: Psychology

Page: 226

View: 898

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Using English Words examines the impact that the life histories of people have on their vocabulary. Its starting point is the taken-for-granted fact that the vocabulary of English falls into two very different sections. Randolph Quirk mentions this striking incompatibility between the Anglo Saxon and the Latinate elements in English: "the familiar homely-sounding and typically very short words" that we learn very early in life and use for most everyday purposes; and "the more learned, foreign-sounding and characteristically rather long words" (1974, p. 138). It is mainly the second type of word that native speakers start learning relatively late in their use of English, usually in the adolescent years of education, and keep on learning. It is mainly the one type of word, rather than the other, that ESL/ EFL students have more difficulty with, depending on their language background. This book shows how discursive relations, outside education, 'position' people through their vocabularies. Some are prepared for easy entry into lifetime prospects of relative privilege and educational success, while others are denied entry. In writing this book, I share an aim with other writers who observe the many discontinuities that exist between discursive practices in communities outside schools, and the discursive demands that schools make (e. g. Hamilton et a1. [19931, Heath [1983], Luke [19941, Philips [1983], Romaine [1984], Scollon & Scollon [1981]).

The Power of Teacher Talk

Sociocultural positioning in literacy: Exploring culture, discourse, narrative, and power in diverse educational contexts. Cresskill, NJ: Hampton Press. Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the ...

Author: Deborah Bieler

Publisher: Teachers College Press

ISBN: 9780807759578

Category: Education

Page: 168

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The Power of Teacher Talk investigates the connections between two persistent educational challenges -- high numbers both of students who drop out and of teachers who leave the profession. Based on a study of thousands of daily interactions between new justice-oriented English teachers and their students, this book proposes that teachers who show a commitment to equity in their communications can positively affect student retention and are more likely to remain in the profession. Blending vivid descriptions of classroom life with equity and language research, the author urges teachers to be aware of and intentional about the power of their interactions with sudents -- in everything from their classroom decor and informal hallway chats to their responses to challenging moments during class and in after-class discussions. This must-read book shifts the narrative on what kinds of teaching practices matter and how teachers can and do work toward equity. Book Features: uses innovative research methods to reveal the importance of spontaneous, teacher/student interactions, an often overlooked aspect of teaching practice; provides rare insight into how teachers work within the boundaries of traditional public high school classes to help both marginalized students and teachers themselves to succeed; challenges teachers school leaders, and teacher educators with practical ways to overcome common obstacles to equity oriented teaching; includes classroom examples, concrete suggestions, and engaging reflection questions to inspire discussion and positive changes.

Genders Cultures and Literacies

The Reading Teacher, 58(8), 750–764. doi: 10.1598/RT.58.8.5 Enciso, P. E. (1998). ... Sociocultural positioning in literacy: Exploring culture, discourse, narrative and power in diverse educational contexts. Cresskill, NJ: Hampton Press ...

Author: Barbara J. Guzzetti

Publisher: Routledge

ISBN: 9781000506006

Category: Language Arts & Disciplines

Page: 282

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This volume brings together leading scholars in their fields who offer much needed and wide-ranging perspectives on the intersections of genders, cultures, and literacies. As incidents of racial and gender aggression grow in number and in global attention, it is essential to understand how racial and gender identities and their expressions interplay and influence literacy development and practice. Contributors examine how social identities intersect and are expressed in literacy practices across an array of school and out-of-school settings and discuss how gender and race are represented in individuals’ multimodal practices. Chapters address such topics as the literacy practices of incarcerated fathers of color, Black girls’ literacies, Indigenous students’ cultural literacies, the writing practices of Latinx women for identity representation, and more. Ideal for scholars in literacy studies, gender studies, and cultural studies, this volume is a necessary and original update to the ways cultural, racial, and gender identities are viewed in current educational and sociocultural climates.

Chinese Heritage Students in North American Schools

Names and nationalities: Positioning and hybrid identity in the narrated experiences of a Palestinian-American teacher's experience. In M. B. McVee, C. H. Brock, & J. A. Glazier (Eds.), Sociocultural positioning in literacy: Exploring ...

Author: Wen Ma

Publisher: Routledge

ISBN: 9781317331049

Category: Education

Page: 282

View: 834

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This comprehensive look at Chinese-heritage students’ academic, sociocultural, and emotional development in the public schools examines pertinent educational theories; complex (even inconvenient) realities; learning practices in and outside of schools; and social, cultural, and linguistic complications in their academic lives across diverse settings, homes, and communities. Chinese-heritage students are by far the largest ethnic group among Asian American and Asian Canadian communities, but it is difficult to sort out their academic performance because NAEP and most state/province databases lump all Asian students’ results together. To better understand why Chinese-heritage learners range from academic role models to problematic students in need of help, it is important to understand their hearts and minds beyond test scores. This book is distinctive in building this understanding by addressing the range of issues related to Chinese-heritage K-12 students’ languages, cultures, identities, academic achievements, and challenges across North American schools.

Exploring Diversity through Multimodality Narrative and Dialogue

Exploring culture as discursive process: Positioning in teacher explorations of literacy and diversity. In M. B. McVee, C. H. Brock, & J. A. Glazier (Eds.), Sociocultural positioning in literacy: Exploring culture, discourse, narrative, ...

Author: Mary B. McVee

Publisher: Routledge

ISBN: 9781317458470

Category: Language Arts & Disciplines

Page: 122

View: 836

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Exploring Diversity through Multimodality, Narrative, and Dialogue awakens educators to the ways in which values, beliefs, language use, culture, identity, social class, race, and other factors filter approaches to teaching and expectations for students. Designed as a guide to help educators engage in dialogic interactions, the text articulates a theoretically grounded and research-based framework related to the use of personal narratives as learning tools. Educators are encouraged to consider their own positions, explore topics of diversity and social justice, and identify ways to better address student needs. Drawing on theories from multiliteracies, multimodality, embodiment, and narrative, chapters are framed around book discussions and the use of personal narrative to define and provide examples of dialogic interactions. Unique to this book is its focus on embodied learning and multimodality as well as myriad artifacts produced by educators; listening, not just dialogic talk; writing (both traditional print texts and multimodal composition) that supports dialogic interaction; and not merely responding to literature but developing empathic responses to texts, students, and others whose opinions may differ from one’s own viewpoints. The specific techniques and approaches presented can be used within educational and professional development settings to help readers enhance their journey toward greater awareness of others and of their own beliefs and experiences that lead toward social justice for all.

Decolonizing Language Learning Decolonizing Research

Positioning theory and sociocultural perspectives: Affordances for educational researchers. In M. B. McVee, C. H. Brock, & J. A. Glazier (Eds.), Sociocultural positioning in literacy: Exploring culture, discourse, narrative, ...

Author: Colette Despagne

Publisher: Routledge

ISBN: 9780429633324

Category: Language Arts & Disciplines

Page: 168

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This volume explores the socio-political dynamics, historical forces, and unequal power relationships which mediate language ideologies in Mexican higher education settings, shedding light on the processes by which minority students learn new languages in postcolonial contexts. Drawing on data from a critical ethnographic case study of a Mexican university over several years, the book turns a critical lens on language learning autonomy and the use of the Common European Framework of Reference for Languages (CEFR) in postcolonial higher education settings, and advocates for an approach to the language learning and teaching process which takes into account minority language learners’ cultural heritage and localized knowledge. Despagne also showcases this approach in the unique research methodology which underpins the data, integrating participatory methods such as Interpretative Focus Groups in an attempt to decolonize research by engaging and involving participants in the analysis of data. Highlighting the importance of critical approaches in encouraging the equitable treatment of diverse cultures and languages and the development of agency in minority language learners, this book will be key reading for researchers in sociolinguistics, educational linguistics, applied linguistics, ethnography of communication, and linguistic anthropology.

Handbook of Research on Teaching the English Language Arts

Co-Sponsored by the International Reading Association and the National Council of Teachers of English Diane Lapp, ... Positioning Theory According to sociocultural theorists, human learning in general, and literacy learning, ...

Author: Diane Lapp

Publisher: Routledge

ISBN: 9781136886560

Category: Education

Page: 448

View: 895

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Now in its third edition, the Handbook of Research on Teaching the English Language Arts—sponsored by the International Reading Association and the National Council of Teachers of English—offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders provide historical and theoretical perspectives about teaching the language arts focus on bodies of research that influence decision making within the teaching of the language arts explore the environments for language arts teaching reflect on methods and materials for instruction Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one’s knowledge. A Companion Website, new for this edition, provides PowerPoint® slides highlighting the main points of each chapter.

Exploring Multimodal Composition and Digital Writing

Minda Morren Lopez is an assistant professor of literacy at Texas State University, San Marcos. ... Her recent books include Sociocultural Positioning in Literacy: Exploring Culture, Discourse, Narrative, and Power in Diverse ...

Author: Ferdig, Richard E.

Publisher: IGI Global

ISBN: 9781466643468

Category: Language Arts & Disciplines

Page: 352

View: 411

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While traditional writing is typically understood as a language based on the combination of words, phrases, and sentences to communicate meaning, modern technologies have led educators to reevaluate the notion that writing is restricted to this definition. Exploring Multimodal Composition and Digital Writing investigates the use of digital technologies to create multi-media documents that utilize video, audio, and web-based elements to further written communication beyond what can be accomplished by words alone. Educators, scholars, researchers, and professionals will use this critical resource to explore theoretical and empirical developments in the creation of digital and multimodal documents throughout the education system.

The Experiences of Refugee Youth from Burma in an American High School

Names and nationalities: Positioning and hybrid identity in the narrated experiences of a Palestinian-American teacher's experience. In M. B. McVee, C. H. Brock, & J. A. Glazier (Eds.), Sociocultural positioning in literacy: Exploring ...

Author: Lisa Roof

Publisher: Routledge

ISBN: 9781000292435

Category: Education

Page: 148

View: 300

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This timely volume uses critical ethnographic methods to trace the experiences and identities of refugee students from Burma as they move through their final year of schooling in an urban high school in the United States. Against the backdrop of increasing tensions surrounding immigration and identity in America, The Experiences of Refugee Youth from Burma in an American High School presents an analysis of the academic paths of adolescent immigrants and the challenges they face throughout their schooling. Delving into the historical and socio-political context of the school and surrounding landscape, this volume offers an immersive, insider perspective of the educational circumstances of SaySay, Paw Htoo, and Hlaing, the three newcomer youths—from Burma. Through detailed ethnographic narratives, readers are introduced to resilient adolescents who navigate their way through the maze of social expectations, language-learning demands, and ethnic-related tensions to rebuild their identities in the United States. By highlighting the students’ stories and identities, the book shows how racism is subtly woven into the fabric of education in the United States, and how schools can provide more equitable schooling for newcomers from other nations. This volume will benefit graduate students, researchers, academics, and pre-service teachers in the fields of English language learning, refugee and immigrant education, and the sociology of education. Those with an interest in urban and multicultural education will also find this text useful.