Schools as Meeting Places: Critical and Inclusive Literacies in Changing Local Environments

Autor/in	Comber, Barbara
Titel	Schools as Meeting Places: Critical and Inclusive Literacies in Changing Local Environments
Quelle	In: Language Arts, 90 (2013) 5, S.361-371 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Critical Literacy; Longitudinal Studies; Case Studies; Teacher Researchers; Criticism; Classroom Environment; Neighborhoods; School Culture; Literacy Education; Foreign Countries; Middle School Students; Parent School Relationship; Educational Experience; Migrants; Cultural Pluralism; Low Income; Social Class; Poverty; Community Involvement; Elementary School Teachers; Teaching Methods; Poetry; History Instruction; Local History; Australia + Suchen Sie Ihr Suchwort? Kritisches Lesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; Lehrerforschung; Kritik; Klassenklima; Unterrichtsklima; Neighbourhoods; Nachbarschaft; Schulkultur; Schulleben; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bildungserfahrung; Migrantin; Kulturpluralismus; Niedriglohn; Social classes; Soziale Klasse; Armut; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lyrik; Poesie; History lessons; Geschichtsunterricht; Ortsgeschichte; Australien
Abstract	Schools bring people together. Yet for many children there are major discontinuities between their lives in and out of school and such differences impact on literacy teaching and learning in both predictable and unpredictable ways. However if schools were reconceptualised as meeting places, where different people are thrown together (Massey, 2005) curriculum and pedagogy could be designed to take into account students' and teachers' different experiences and histories and to make those differences a resource for literacy learning. This paper draws on a long-term project with administrators and teachers working in a school situated in a site of urban regeneration and significant demographic shifts. It draws particularly on the ways in which one teacher re-positioned her grade 4/5 students as researchers, designers and journalists exploring student and staff memories of a school. It argues that place, and people's relationships with places, can be a rich resource for literacy learning when teachers make it the object of study. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10