Engineering a \u2018contact zone\u2019 through translanguaging

This paper presents a pilot project which uses a translanguaging approach in order to subvert the power dynamics whereby language learners, refugees and migrants are positioned as defective or ineffective communicators of a target language. The project seeks to create a space, an engineered \u2018contact zone\u2019 in which the negative, mainstream media discourses of migration can be countered through dialogue and encounter. Through translanguaging we foster creative, communicative practices in which interactants can bring into play their linguistic and cultural repertoires in order to support mutual understanding

Piensa globalmente, actúa localmente: mapeo de la cultura libre en un sistema mediático híbrido

From the nineties, the Internet has been providing new political hybrid action forms. At the same time, some communities make a disruptive use of technologies aiming to subvert network power relationships at the current capitalized and centralized cyberspace. Addressing a collaborative mapping, we identified 290 free culture communities in Spain. Their characteristics suggest the relevance of offline spaces and local areas to deliberate, propose and perform political participation towards a neutral, centralised and free Internet.Desde los años noventa, el ciberespacio ha propuesto formas acción política híbrida. Asimismo, algunos colectivos realizan un uso disruptivo de las tecnologías para subvertir las relaciones de poder en la Red. Mediante un mapeo colaborativo, identificamos 290 grupos relacionados con la cultura libre en España. Sus características sugieren la relevancia de los espacios offline y de los territorios locales para deliberar y activarse políticamente a favor de un Internet libre

Pedagogies of Design and Multiliterate Learner Identities

In an era of multiliteracies, teaching and learning have become knowledge performances at multiple levels. Instead of a singular, linear focus upon print technologies, the techno-oriented philosophy of teaching aims at providing a rhizomatic network of texts where there is a close link between, and often an overlap of, different designs—linguistic, visual, spatial, and gestural—to construct the multiliterate learner. In this paper, I discuss the role of multimodal literacies in a primary classroom, affirming the role of multiliteracies and decentring the pre-dominance of linguistic at the cost of other designs. While the print media are acknowledged as significant to literacy, the multimodality of print is enhanced through visual and spatial design (Kenner, 2004). Through graphic examples of ICT applications of designs in a primary classroom, I demonstrate that students are operating through multitextual and digitextual (Everett, 2003) practices. What follows is the complex positioning and re-situating of teacher and learner identities engaged in learning through the knowledge processes of experiencing, identifying, applying and critiquing concepts (Kalantzis & Cope, 2004). In particular, I argue that within the diversity of present day classrooms, the digital oriented, multiliterate learner is implicated in constant identity construction by drawing upon macro and micro social practices. I conclude by reiterating the significance of new technologies and new literacy practices as essential to the construction of new learner identities

Tauiwi general practitioners explanations of Maori health: Colonial relations in primary healthcare in Aotearoa/New Zealand?

This paper reports initial findings from qualitative research investigating how general practitioners talk about Maori health. Transcripts of semi-structured interviews with 25 general practitioners from urban Auckland were subjected to critical discursive analyses. Through this process of intensive, analytic reading, interpretative repertoires – patterns of words and images about a particular topic – were identified. This paper presents the main features of one such repertoire, termed Maori Morbidity, that the general practitioners used in accounting for poor Maori health status. Our participants were drawing upon a circumscribed pool of ideas and explaining the inequalities in health between Maori and Tauiwi in ways that gave primacy to characteristics of Maori and their culture. We discuss the implications of this conclusion for relations between Maori patients and Tauiwi doctors in primary healthcare settings

What Is New about the Exposome? Exploring Scientific Change in Contemporary Epidemiology

In this commentary, I discuss the scientific changes brought by the exposome, asking what is new about this approach and line of research. I place the exposome in a historical perspective, by analyzing the conditions under which the exposome has been conceived, developed and established in the context of contemporary epidemiological research. I argue that the exposome has been developed by transferring approaches, methods and conceptualizations from other lines of research in the life and health sciences. I thus discuss the conceptual and methodological innovations of the exposome as a result of the merging and adaptation of these elements for new uses and purposes. On this basis, I argue that the novelty of the exposome should be seen in incremental rather than revolutionary terms and, in this sense, the exposome shares significant elements with other projects and repertoires in postgenomics. I conclude by discussing the consequences of this analysis for the potential limitations and future development of exposome research

Narrative, Sensemaking, and Improvisation in Participatory Hypermedia Construction

In this paper we describe research into a form of practitioner sensemaking in the context of participatory hypermedia construction sessions, in which groups of people build knowledge maps. We discuss how constructs from narrative theory and improvisation have helped us understand what happens at the moments when practitioners encounter dilemmas and obstacles. We provide brief examples from case studies and discuss possible contributions to broader themes in sensemaking research

Investigating content representations (CoRes) as pedagogical tools for science teacher education

In this article Anne Hume discusses how use of scholarship and action research led me to introduce an intervention into my science education programmes called Content Representations (CoRes). My initial findings strongly indicate CoRes could be very useful tools for helping student teachers develop the professional knowledge base they need for teaching

Developing reading-writing connections; the impact of explicit instruction of literary devices on the quality of children's narrative writing

The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: Can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers or “mentor authors”? The study was conducted with 18 teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992; May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peer-peer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing, and evaluating mentor texts can have a positive impact on the quality of children's independent writing

Review of Jean Conteh and Gabriela Meier (Eds). (2014), The Multilingual Turn in Languages Education: Opportunities and Challenges. Bristol: Multilingual Matters, 328 pages.

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Biographies in talk: a narrative-discursive research approach

This paper demonstrates the contribution a synthetic narrative-discursive approach can make to understanding biographical work within a research interview. Our focus is on biographical work as part of the ongoing, interactive process through which identities are taken up. This is of particular interest for people who, for example, are entering a new career and can be seen as 'novices' in the sense that they are constructing and claiming a new identity. Following a discussion of the theoretical and methodological background in narrative, discourse analytic and discursive work in social psychology (e.g. Bruner, 1990; Edley, 2001; Potter and Wetherell, 1987; Wetherell, 1998), the paper presents an analysis of biographical talk from an interview study with postgraduate Art and Design students. Our interest is in their identity work, including biographical work, as novices in their fields. The analysis illustrates the approach and the key analytic concepts of, first, shared discursive resources, such as interpretative repertoires (e.g. Edley 2001) and canonical narratives (e.g. Bruner 1991), and, secondly, troubled identities (e.g. Wetherell and Edley, 1998; Taylor 2005a) . It shows how speakers' biographical accounts are shaped and constrained by the meanings which prevail within the larger society. For our participants, these include established understandings of the nature and origins of an artistic or creative identity, and the biographical trajectory associated with it. The particular focus of our approach is on how, in a speaker's reflexive work to construct a biographical narrative, the versions produced in previous tellings become a constraint and a source of continuity