Language, Ethnography, and Education: Bridging New Literacy Studies and Bourdieu

Language, Ethnography, and Education: Bridging New Literacy Studies and Bourdieu

Language: English

Pages: 232

ISBN: 0415872499

Format: PDF / Kindle (mobi) / ePub


This frontline volume contributes to the social study of education in general and literacy in particular by bringing together in a new way the traditions of language, ethnography, and education. Integrating New Literacy Studies and Bourdieusian sociology with ethnographic approaches to the study of classroom practice, it offers an original and useful reference point for scholars and students of education, language, and literacy wishing to incorporate Bourdieu’s ideas into their work.

More than just a set of stand-alone chapters around social perspectives on language interactions in classrooms, this book develops and unfolds dialogically across three sections: Bridging New Literacy Studies and Bourdieu – Principles; Language, Ethnography and Education - Practical Studies; Working at the Intersections – In Theory and Practice.

The authors posit ‘Classroom Language Ethnography’ as a genuinely new perspective with rich and developed traditions behind it, but distinct from conventional approaches to literacy and education ― an approach that bridges those traditions to yield fresh insights on literacy in all its manifestations, thereby providing a pathway to more robust research on language in education.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

explanation. In place of continued separation between the two positions, mitigated only by intensified interactions, Bourdieu advocates the fusion of theoretical construction and practical research operations – a theory of practice which is at one and the same time a practice of theory. Bourdieu, however, goes still further, arguing against simply adopting a scholastic view (from a distance). He sees the necessity for a return to practice and to the social world. Here, modes of thinking are

practices needs to be contextualised within other communicative modes. Like Bartlett and Holland, and Collins, she develops a sophisticated analysis of how such practices relate to concepts of textuality, figured worlds, identity and power. Another update and extension of NLS is to be found in Hornberger's edited volume (2002) in which the authors attempt to apply her conception of the ‘continua of biliteracy’ to actual uses of reading and writing in different multilingual settings: ‘biliteracy’

make sense of what is going on in the LETTER4 programmes. A further elaboration of his ideas, via Bartlett and Holland's notion of ‘figured world’, has also been applied to some of the data signalled here. We have also drawn briefly on the accounts of ‘artifactual English’ in Chapter 7, to indicate how the learning of literacy in programmes such as LETTER also involves manipulation of material objects, such as the container seen in the photo. Lurking more implicitly are concepts of power and

behavior of children that is not consistent with being a student, increase their academic motivation and dispositions; diminish time off from academic tasks and increase academic engaged time; increase the presence and use of classroom supplies and materials that increase academic learning, diminish the presence and use of less effective ones. However, for researchers taking an ethnographic perspective to the study of classrooms such answers and the moralistic dualisms implied will not do. To

workplaces, families, government, religion, etc. Informal education referring to that education which occurs in the authentic doing of the practices of everyday life, such as occurs through internships. By definition, formal education requires classrooms, spaces apart from the rest of everyday life that are explicitly dedicated to calculated interventions in the learning process. As such, classrooms are not defined by their architecture (e.g., walls and doors) but by their separation and purpose.

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