English Teaching: Practice & Critique最新文献_第3页

Unsettling childhood literacies: contamination as collaboration in transmedia encounters 令人不安的儿童识字能力:跨媒体接触中的污染与合作

English Teaching: Practice & Critique Pub Date : 2023-05-02 DOI: 10.1108/etpc-08-2022-0123

Kimberly Lenters, Ronna Mosher, S. Hanzel

{"title":"Unsettling childhood literacies: contamination as collaboration in transmedia encounters","authors":"Kimberly Lenters, Ronna Mosher, S. Hanzel","doi":"10.1108/etpc-08-2022-0123","DOIUrl":"https://doi.org/10.1108/etpc-08-2022-0123","url":null,"abstract":"\u0000Purpose\u0000This paper aims to examine unexpected arrivals of adult-oriented digital media in the playful storied environments of Grades 1 and 2 classrooms and the possibilities such unsettling literacies may offer.\u0000\u0000\u0000Design/methodology/approach\u0000Posthuman perspectives provide this study’s theoretical grounding and methodological approach. Actor-network-theory and thinking with theory are used to examine school play with two video games and the literacies entangled in children’s same game machinima productions.\u0000\u0000\u0000Findings\u0000Explorations of transmediascapes animate entangled meaning-making practices across virtual and material childhood spaces. They provide openings for educators to understand their students’ literate world-making and consider how those unsettling literacies might have a place in the classroom as generative rather than to-be-avoided contaminations.\u0000\u0000\u0000Originality/value\u0000The theoretical and methodological engagements of this paper offer opportunities to re-consider unsettling literacy encounters as generative contaminations rather than noxious intrusions. This paper shows how, in engaging with unsettling literacies, educators may participate with children in meaningful literacy practices responding to both the tantalizing and the troubling aspects of particular transmedia.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115079602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Play the game, live the story: pushing narrative boundaries with young adult videogames 玩游戏，活在故事中:用青少年电子游戏推动叙事界限

English Teaching: Practice & Critique Pub Date : 2023-05-02 DOI: 10.1108/etpc-08-2022-0105

Jack Theodoulou, Jen Scott Curwood

{"title":"Play the game, live the story: pushing narrative boundaries with young adult videogames","authors":"Jack Theodoulou, Jen Scott Curwood","doi":"10.1108/etpc-08-2022-0105","DOIUrl":"https://doi.org/10.1108/etpc-08-2022-0105","url":null,"abstract":"\u0000Purpose\u0000Videogames are complex, meaningful and multimodal texts. This study aims to explore how students could learn about narratives from, and be engaged by, playing a videogame and how a teacher adapted their pedagogy to incorporate the young adult videogame (YA game) What Remains of Edith Finch into an English Language Arts curriculum.\u0000\u0000\u0000Design/methodology/approach\u0000This case study examined the experiences of a classroom teacher and students in a Year 10 English class in Australia. Thematic analysis included a wide range of data, including interviews, surveys, observations and artefacts.\u0000\u0000\u0000Findings\u0000First, students demonstrated a strong understanding of the game as a narrative text, including essential components of narrative such as plot, characterisation, themes, settings and literary techniques. Second, students experienced a consistently high level of engagement and embodiment throughout the study as a consequence of the interactive, collaborative and multimodal nature of YA games. Third, the teacher discovered that he was able to achieve key curriculum outcomes with the videogame through re-imagining pedagogy.\u0000\u0000\u0000Originality/value\u0000A playful approach allows teachers and students to be curious about the diverse narrative pathways possible within YA games and offers new opportunities to experience embodiment within and through digital texts.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116968742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Actually existing vitality rights: resisting neoliberal affects at a video game design camp 实际存在的生命力权利:抵制电子游戏设计营的新自由主义影响

English Teaching: Practice & Critique Pub Date : 2023-04-28 DOI: 10.1108/etpc-08-2022-0104

B. Robinson, W. Wright

{"title":"Actually existing vitality rights: resisting neoliberal affects at a video game design camp","authors":"B. Robinson, W. Wright","doi":"10.1108/etpc-08-2022-0104","DOIUrl":"https://doi.org/10.1108/etpc-08-2022-0104","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to demonstrate the power of affective pedagogies and playful literacies to resist neoliberal framings of video game play and design in educational contexts.\u0000\u0000\u0000Design/methodology/approach\u0000Focusing on the Giga-Games Camp, a video game design camp for adolescents, the authors mobilize different methodological impulses across a number of different registers, using interview data to trace institutional arcs, focal frames from a GoPro camera to see vitality in action and descriptions of platform events to follow these lines through the shift to online instruction brought on by the COVID-19 pandemic.\u0000\u0000\u0000Findings\u0000The authors narrate three transversal movements of the Giga-Games Camp to reveal how play-centered pedagogies can challenge the neoliberal tendency to assimilate young people’s video gaming practices as a vehicle for future-proof science, technology, engineering and mathematics learning.\u0000\u0000\u0000Originality/value\u0000The authors offer the concept of actually existing vitality rights to describe how attending seriously to vitality in learning spaces will often manifest organically in very real strategies to reimagine and restructure preexisting, neoliberally sedimented uses of space, institutional configurations and constellations of sociopolitical power.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130184498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

(De/re) territorializing writing/composition: becoming with playful objects through maker literacies (De/re)领地化写作/构图:通过制造者素养与好玩的物体结合

English Teaching: Practice & Critique Pub Date : 2023-04-28 DOI: 10.1108/etpc-08-2022-0115

J. Thiel

{"title":"(De/re) territorializing writing/composition: becoming with playful objects through maker literacies","authors":"J. Thiel","doi":"10.1108/etpc-08-2022-0115","DOIUrl":"https://doi.org/10.1108/etpc-08-2022-0115","url":null,"abstract":"\u0000Purpose\u0000Using a postqualitative inquiry approach, the purpose of this paper is to make sense of playful making events that took place at a community makerspace during an afterschool enrichment opportunity and to explore those events as ways we might deterritorialize traditional composition practices and pedagogies in the literacy classroom.\u0000\u0000\u0000Design/methodology/approach\u0000Thinking alongside theories (Jackson and Mazzei, 2012) of (de/re)territorialization, becoming (Deleuze and Guattari, 1987) and intimacy with objects (Bennett, 2010), the author argues that children are always, already engaged in writing practices through their everyday maker literacies.\u0000\u0000\u0000Findings\u0000By analyzing three different moments when young people were engaged in self-directed maker literacies, this paper illustrates how children’s playful compositions are writing practices and mimic many of the skills teachers seek out during more traditional writing instruction. The author also argues that literacy educators must deterritorialize their own practices to notice the ways children are engaged in these skills.\u0000\u0000\u0000Originality/value\u0000Written as a narrative, this paper adds to the ever-growing body of work that suggests seeing humans/nonhuman objects as being in co-relational partnerships offers us new ways to conceptualize literacy practice. Additionally, rather than call for a dismissal of traditional practices, the author encourages us to add to existing practices for a more robust and creative engagement with literacies.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115126254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Literary play gone viral: delight, intertextuality, and challenges to normative interpretations through the digital serialization of Dracula 文学游戏病毒式传播:快乐，互文性，以及通过德古拉的数字连载对规范解释的挑战

English Teaching: Practice & Critique Pub Date : 2023-04-20 DOI: 10.1108/etpc-08-2022-0116

Karis Jones, Scott Storm, A. Corbitt

{"title":"Literary play gone viral: delight, intertextuality, and challenges to normative interpretations through the digital serialization of Dracula","authors":"Karis Jones, Scott Storm, A. Corbitt","doi":"10.1108/etpc-08-2022-0116","DOIUrl":"https://doi.org/10.1108/etpc-08-2022-0116","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore the implications of a recent case in spring 2022 where the novel Dracula went “viral” as tens of thousands of Tumblr users participated in a serialized re-reading and discussion of the text through the hashtags #dracula and #dracula daily.\u0000\u0000\u0000Design/methodology/approach\u0000The authors use a mixed-methods sequential explanatory design approach (quant: topic modeling; qual: multimodal content analysis) to examine how users describe their own practices as well as top posts (more than 25,000 likes, comments and reblogs) in the first month of the collective reading of the novel.\u0000\u0000\u0000Findings\u0000The authors found that the serialization of Dracula made space for “wandering reading practices” (Chavez, 2010) relevant to this interpretive community on Tumblr. The quantitative methods determined specific affective, intertextual and serialized aspects of textual play that were salient to readers. In top posts themselves, the authors saw readers creating metaleptic content imagining characters like the protagonist Jonathan in other novels or contexts, as well as processing and playing with their collective emotional responses toward characters. Additionally, readers used irony or satire through multimodal compositions to create literary arguments.\u0000\u0000\u0000Originality/value\u0000Playfully analyzing literature together through intertextual connections and multimodal memes has the potential to be both emotionally resonant, culturally relevant and supportive of literary interpretive practices. Based on these findings, the authors provide suggestions for teachers working to embrace interpretive play in formal learning spaces.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125353075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How am I doing? Soliciting student feedback in the secondary English classroom 我做得怎么样?在中学英语课堂征求学生反馈

English Teaching: Practice & Critique Pub Date : 2023-03-23 DOI: 10.1108/etpc-08-2022-0100

Natalie Davis-Porada

{"title":"How am I doing? Soliciting student feedback in the secondary English classroom","authors":"Natalie Davis-Porada","doi":"10.1108/etpc-08-2022-0100","DOIUrl":"https://doi.org/10.1108/etpc-08-2022-0100","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore three methods of soliciting student-to-teacher feedback in a tenth-grade English classroom.\u0000\u0000\u0000Design/methodology/approach\u0000The foundational inquiry asks what type of instructions – sentence stems, open-response or directed-response – yields the most honest and actionable responses when soliciting feedback. The data were coded for the presence and quality of constructive feedback and rationales, and their content was examined for classroom implications relating to the inclusion of student voice writ large.\u0000\u0000\u0000Findings\u0000The three sets of anonymous responses, each prompted by one of the types of instructions named above, suggested four trends irrespective of solicitation style: students were unlikely to critique their teacher; students seldom provided a rationale for their comments; students often spoke more about the personal rather than academic nature of their experiences; and students often addressed the class environment and the class collective as integral to their learning experiences.\u0000\u0000\u0000Originality/value\u0000These trends encouraged six considerations in the practice of including student voice in the author’s own classroom and beyond: we must validate student critique, co-define concepts that are central to effective feedback, time invitations thoughtfully, create a constant feedback loop rather than isolated collections, invite feedback practices that are collaborative among students and let go of singular notions of student voice.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126340135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Guest editorial: Introduction: Reconstructive discourse analysis as an approach to redressing racism in critical studies of literacy 嘉宾评论:引言:重建话语分析作为一种方法来纠正种族主义在识字的批评研究

English Teaching: Practice & Critique Pub Date : 2023-03-20 DOI: 10.1108/etpc-04-2023-197

Laura A. Taylor, Michiko Hikida

引用次数: 0

Connected threads 连接线程

English Teaching: Practice & Critique Pub Date : 2023-03-20 DOI: 10.1108/etpc-04-2023-198

Frannie Sanchez, Michiko Hikida

引用次数: 0

“She’s all about her words”: one teacher’s efforts to sustain her students’ cultures through discourse “她的一切都是关于她的话”:一位老师努力通过话语来维持学生的文化

English Teaching: Practice & Critique Pub Date : 2023-02-20 DOI: 10.1108/etpc-03-2022-0046

Ashley N. Patterson

{"title":"“She’s all about her words”: one teacher’s efforts to sustain her students’ cultures through discourse","authors":"Ashley N. Patterson","doi":"10.1108/etpc-03-2022-0046","DOIUrl":"https://doi.org/10.1108/etpc-03-2022-0046","url":null,"abstract":"\u0000Purpose\u0000This study aims to illustrate how one-sixth grade language arts teacher transforms the theory of culturally sustaining pedagogy (CSP) into practice, an effort made visible through classroom discourse.\u0000\u0000\u0000Design/methodology/approach\u0000This classroom discourse inquiry is guided by tools of reconstructive discourse analysis which encourage a complex consideration of communicative efforts with intent to deconstruct them in the process of uncovering how oppressive social power structures are maintained. Additionally, reconstructive discourse analysis drives attention to how the data analyzed can reveal both how discourse marks moments where justice is constructed as well as how unjust structures may be reshaped into those that are more equitable.\u0000\u0000\u0000Findings\u0000In a setting where rapport and trust have been established, intentional teacher-driven classroom discourse influenced the ability of student cultures, namely, their languages, to be sustained in the classroom on their own merits and not merely as a conduit for accessing dominant academic material.\u0000\u0000\u0000Practical implications\u0000The information presented in this manuscript in the form of analysis of discursive classroom moments provide examples for equity-driven practitioners to engage in similar critically reflective activities with the potential to expose instances of CSPs or to assist in the identification of instances where the taking up of CSPs should sought.\u0000\u0000\u0000Originality/value\u0000One difficulty in transforming theoretical stances to practical actions stems from oversimplification of CSP and related asset-based pedagogical practices as “just good teaching.” By deconstructing classroom discourse, this study can subsequently reconstruct effective, generative, culturally sustaining approaches to community practice within a classroom learning space.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132847454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The work of growing young people con Cariño: a reconstructive lens on one white teacher’s anti-racist approach to teaching immigrant-origin Latinx students 成长中的年轻人的工作con Cariño:一个白人教师用反种族主义的方法教授移民出身的拉丁裔学生的重建镜头

English Teaching: Practice & Critique Pub Date : 2023-02-14 DOI: 10.1108/etpc-03-2022-0040

Karla Lomelí

{"title":"The work of growing young people con Cariño: a reconstructive lens on one white teacher’s anti-racist approach to teaching immigrant-origin Latinx students","authors":"Karla Lomelí","doi":"10.1108/etpc-03-2022-0040","DOIUrl":"https://doi.org/10.1108/etpc-03-2022-0040","url":null,"abstract":"\u0000Purpose\u0000This paper aims to highlight a reconstructive lens on one white teacher’s critical approach to teaching literacy. This work equally highlights the importance of anti-racist approach to critical pedagogies centered on a humanizing ethic of cariño.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing on portraiture and qualitative methods, this paper uses the reconstructive analysis of one white teacher’s efforts to disrupt white supremacy through critical pedagogies.\u0000\u0000\u0000Findings\u0000The author posits that Mr Hope was able to take on critical approaches to teaching literacy and design anti-racist pedagogies by honoring his students’ lived experiences. An ethic of cariño is embodied to design critical pedagogical choices and interactional moves that center the experience of immigrant-origin Latinx youth.\u0000\u0000\u0000Research limitations/implications\u0000This study contributes to a growing body of literature on reconstructive discourse analysis. The author suggests that taking a “reconstructive” approach to discourse analysis requires that researchers move beyond a narrow focus on transcripts of classroom interaction. The author suggests that a reconstructive lens requires that focus is not solely placed on the interactional level of the transcript, but rather that interactional data be put in conversation with other data sources.\u0000\u0000\u0000Practical implications\u0000The author offers pedagogical implications for anti-racist teaching perspectives and offers key elements to critical pedagogies that engage Latinx students and center their experiential knowledge as a catalyst for curriculum design.\u0000\u0000\u0000Originality/value\u0000To date, few studies have explored how teachers of immigrant-origin Latinx students are intentionally resisting white supremacy and crafting anti-racist approaches to critical pedagogies.\u0000","PeriodicalId":428767,"journal":{"name":"English Teaching: Practice & Critique","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125037439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

English Teaching: Practice &amp; Critique最新文献

English Teaching: Practice & Critique最新文献