Multimodality in Children's Socially Situated Learning in Haiti: A Video-Based Ethnographic Analysis

Autor/in	Hoffman, Diane M.
Titel	Multimodality in Children's Socially Situated Learning in Haiti: A Video-Based Ethnographic Analysis
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 5, S.955-973 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1885077
Schlagwörter	Foreign Countries; Cooperative Learning; After School Programs; Creoles; Literacy; Learning Processes; Haitians; Learning Modalities; Intermode Differences; Cultural Context; Peer Teaching; Children; Adolescents; Human Body; Situated Learning + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Kreole; Alphabetisierung; Schreib- und Lesefähigkeit; Learning process; Lernprozess; Lernumgebung; Peer group teaching; Peer Group Teaching; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Menschlicher Körper
Abstract	Using perspectives drawn from recent work in the anthropology of learning as socially situated practice, alongside attention to multimodality as a lens for exploring learning, this article analyzes patterns of meaning-making among children engaged in small group learning during an after-school Creole literacy program in Haiti. Ethnographic analysis of an extensive corpus of video data reveals a powerful role for embodiment, wide attention, and distributed participation in children's learning, processes that in turn channel wider systems of meaning in Haitian society and culture. The article suggests that attention to the multiple affordances and cultural resources children use during engagement in socially situated learning offers a resource for thinking more deeply about education as social practice, especially in contexts where schools and society are shaped by social inequalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01