'Artefactual Co-Creations': Developing Practice-Based Research with Somali Women in a Third Sector Family Literacy Class

Autor/in	Puttick, Mary-Rose
Titel	'Artefactual Co-Creations': Developing Practice-Based Research with Somali Women in a Third Sector Family Literacy Class
Quelle	In: Studies in the Education of Adults, 53 (2021) 2, S.165-183 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2021.1948697
Schlagwörter	Foreign Countries; Indigenous Knowledge; Family Literacy; Females; Refugees; Immigrants; Literacy Education; Teaching Methods; Culturally Relevant Education; Social Justice; Visual Aids; Photography; Somalia; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Flüchtling; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Gerechtigkeit; Anschauungsmaterial; Fotografie
Abstract	This paper centres on a methodological approach that drew together postcolonial feminist theory with arts-based methods, as well as learning from Indigenous methodologies. The methodology developed over 2 years with two groups of women from refugee and newly arrived migration contexts. This paper focuses on the co-created research process with one of the groups: six Somali women who attended a family literacy class at a third sector organisation in Birmingham, UK. An exploratory literacy space was established, with no set curriculum or links to school-based assessment measures, as a purposeful diversion from the researcher-teacher's previous teaching practice in government-funded family literacy provision. Using artefacts, the women mobilised the methodological direction of the research into affectual and sensory aspects, culminating in a 'pedago-Vis-ual' assemblage. The research contributes theoretical and methodological aspects to the fields of family literacy, literacy, and practice-based research. Theoretically, the paper expands understanding of family literacy teaching and learning in the 'posts': transitioning from Western-dominated definitions of family literacy from its traditional humanist roots towards post-human ways of knowing, the latter led by women who are potentially isolated from traditional educational provision. Methodologically, the paper mobilises ways that arts-based methods can be combined with learning from Indigenous principles to foreground the voices of politically marginalised groups and the reciprocity and respect that must accompany this. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01