Co-Constructing Subjectivities and Knowledge in Literacy Class: An Ethnographic–Sociocultural Perspective  

Oleh:

Hall, Kathy

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 16 no. 3 (2002), page 178-194.
Fulltext: Vol. 16, No. 3, p 178-194.pdf (227.41KB)

Isi artikel

This study seeks to understand literacyas sociocultural practice and, more specifically, to understand how beliefs about and attitudes towards literacy are constructed in and through classroom discourse. It has been argued that the great divide in literacy is not between those who can and can’t readbut between those who have and haven’t worked out what kinds of literacysociety really values and how to show literacycompetencies in ways that gain affirmation and recognition. This paper explores what literacy is valued in one multi-ethnic primary classroom and the ways in which the pupils are coming to know and display the version of literacy that counts. The paper illuminates how pedagogical discourse shapes and defines learning opportunities in literacy. An analysis of discourse shows how such opportunities are constructed through activity among members on a moment-by-moment basis as they engage in a classroomliteracy task, and it makes explicit the positions and expectations assumed by the participants in a particular community of practice. The conclusion identifies areas for further research arising from the find

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