Literaturnachweis - Detailanzeige
| Autor/in | Hassett, Dawnene D. |
|---|---|
| Titel | Technological Difficulties: A Theoretical Frame for Understanding the Non-Relativistic Permanence of Traditional Print Literacy in Elementary Education. |
| Quelle | In: Journal of curriculum studies, 38 (2006) 2, S. 135-159Infoseite zur Zeitschrift |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0272 |
| Schlagwörter | Kompetenzerwerb; Lerntheorie; Fonetische Methode; Worterkennung; Lesenlernen; Leseunterricht; Foucault, Michel |
| Abstract | Currently, definitions of "science", "reading", and "literacy" in the US lend a seemingly nonrelativistic permanence to these terms, and render them resistant to critique. This paper offers a theoretical frame for critiquing this permanence, analysing why early-literacy instruction is tightly tied to traditional forms of print literacy, focusing primarily on phonics and word-recognition, in an age when new technologies, multi-modal texts, and new literacies flourish. The theoretical framework uses Foucault's notions of technologies of production, of sign systems, of power, and of the self. Four specific examples of early-literacy programming are analysed in terms of Foucault's technologies, producing an outline of reasoning about "best practices" in early-literacy instruction in the US. These ways of reasoning are investigated as relative, impermanent, and possibly open to change. (Zusammenfassung vom Verlag übernommen). |
| Erfasst von | IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel |
| Update | 2006/5 |
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