1 / 17

Questions from the reaction slips: Day 4

Questions from the reaction slips: Day 4. How flexible should methodology be? What happened to the techniques for teaching literacy in the classroom? Do the teacher and researcher have different perspectives? How can we value the oral competencies of our learners´use of language?.

kendallv
Download Presentation

Questions from the reaction slips: Day 4

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Questions from the reaction slips: Day 4 • How flexible should methodology be? • What happened to the techniques for teaching literacy in the classroom? • Do the teacher and researcher have different perspectives? • How can we value the oral competencies of our learners´use of language? Mini-curso Sao Paulo 2007

  2. Aims and objectives • To examine the ´postcolonial landscapes´ and the role of local knowledge approaches. • To discuss some of the key themes in local knowledge research. • To look at some case studies where local knowledge was important • To exchange ideas about our own research • To make that research more honest • To work out a fruitful relationship with ´universal´theory. Mini-curso Sao Paulo 2007

  3. Day Four: revision Postcolonial perspectives • Is this a useful ‘historical condition´ to situate our research? • Literacy practices: do they change in a postcolonial perspective? • What was postcolonial about the literacy event in Bogu village? • Is a researcher/teacher in a Brazilian school working in a postcolonial context? Mini-curso Sao Paulo 2007

  4. Mini-curso Sao Paulo 2007

  5. Mini-curso Sao Paulo 2007

  6. Identity and representation • Why I need to explore this ‘topic’. • 1. My main research question links literacy and culture/identity. • 2. Literacy changes people´s awareness of their identity and hence culture (postcolonial identity). • 3. Literacy gives people other options for representing themselves. • 4. Postcolonial Literacy could erode, submerge or enrich identities/cultures (good thing?) • 5. Literacy-culture, what verbs can we use...? Mini-curso Sao Paulo 2007

  7. Historical views • Definition of personal identity: • Why am I with these people now? • Pre-modern: Place of birth, ´place´in soc. religion, family member... (name, dress) • Modern: Job, language, politics, type of car, clothes, nationality, gender • Postmodern: institutional, commodified.. • Postcolonial: Hegemonies, Hybridity and hyphenated identities.. Mini-curso Sao Paulo 2007

  8. Theories of identity • Subjective views of identity • Romantic: self-expression, project of self • Psychodynamic: socially determined, symbolical order (Lacan) • Postmodern: fluidity, hybridity, fragmentary (Giddens) Mini-curso Sao Paulo 2007

  9. Identity as a social product • Collective identities (sociolinguistics) • (Essentialism? Orientalism-Said) • Communities of Practice defined by social engagement (Street) • Queer Theory –Hybridity- Diaspora-Crossing (Bhabha, Rampton) Mini-curso Sao Paulo 2007

  10. Identity, Ideology and Discourse • Interpellation (Althusser) • Hegemonies, dominant discourses, (Foucault) • ‘Subjection consists precisely in this fundamental dependency on discourse we never choose but that paradoxically, initiates and sustains our agency´ Butler 1997:2 • Performativity: identity as a discursive practice (Goffman, Fairclough) • Also: Critical Discourse Analysis, Conversation analysis (Schegloff) Mini-curso Sao Paulo 2007

  11. Different types of identity • Analytical approaches: • Conversational identities • Institutional identities • Narrative identities • Contexts (CDA, narrative, multimodal): • Commodified identities • Spatial identities • Virtual identities • (Benwell and Stokoe 2006) Mini-curso Sao Paulo 2007

  12. Representation • That part of discourse which tells of the identity of the interlocutor. (?) • The world told (narrated) vs the world shown (displayed) • Affordances and modalities • Importance of creativity, learning (Kress 2004) Mini-curso Sao Paulo 2007

  13. Representation and identity • Linguistic revitalisation:representation at psycholinguistic level (Welsh, Cajun) • Language death/decline: (Batibo 2005) • Linguistic representation: intercultural conflicts (Bourdieu 1982) • Typographies of representation (Dyer 1985): • Stereotypes, classic types Mini-curso Sao Paulo 2007

  14. Mini-curso Sao Paulo 2007

  15. Mini-curso Sao Paulo 2007

  16. Example: Maria de Fátima F. Guilherme de Castro • Representations of English teachers, in pre-service and after 8 years • (see transparencies) • Theory: Pecheux à la brasilienne... Mini-curso Sao Paulo 2007

  17. Ontological landscapes • Has your ontological lanscape changed since Day One? • Discovered any new mountain ranges or marshes? • Have the epistemological ´sources´of the rivers changed? • Have you discovered new rivers or streams? • If nothing seems to have changed, don´t worry... Mini-curso Sao Paulo 2007

More Related