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Access to multiliteracies: A critical ethnography

By Kathy A. Mills


This paper reports the key findings of a critical ethnography, which documented the enactment of the multiliteracies pedagogy in an Australian elementary school classroom. The multiliteracies pedagogy of the New London Group is a response to the emergence of multimodal literacies in contemporary contexts of increased cultural and linguistic diversity. Giddens' structuration theory was applied to the analysis of systems relations. The key finding was that students, who were culturally and linguistically diverse, had differential access to multiliteracies. Existing degrees of access were reproduced among the student cohort, based on the learners' relation to the dominant culture. Specifically, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally or socio-economically marginalized. These experiences were influenced by the agency of individuals who were both enabled and constrained by structures of power within the school and the wider educational and social systems

Topics: 200405 Language in Culture and Society (Sociolinguistics), 130105 Primary Education (excl. Maori), 200303 English as a Second Language, 200300 LANGUAGE STUDIES, 190200 FILM TELEVISION AND DIGITAL MEDIA, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL), 120300 DESIGN PRACTICE AND MANAGEMENT, 200302 English Language, 160809 Sociology of Education, 160807 Sociological Methodology and Research Methods, 200000 LANGUAGES COMMUNICATION AND CULTURE, critical ethnography, education, research methods, sociology, multiliteracies, access, equity, structuration theory
Publisher: Taylor & Francis
Year: 2007
DOI identifier: 10.1080/17457820701547310
OAI identifier: oai:eprints.qut.edu.au:13376

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