解读教科书中的意识形态:德国一体化课程中的文化教学

IF 0.3 0 LANGUAGE & LINGUISTICS
Richmond Embeywa
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引用次数: 0

摘要

本文探讨了意识形态如何嵌入德国移民融合课程所用教科书的文化内容。使用批判性多模态话语分析,我分析了语言和视觉(多模态)文本中的意义的两个维度:作为表征的意义和作为交互/行动的意义。我分析社会行动者是如何在视觉上和语言上表现出来的,以及他们的社会代理是如何分布的。我还通过探索如何邀请学习者参与内容来审视文本的互动功能和相应的教学任务。研究结果表明,在不同的社会背景下,社会行动者既有积极的社会代理,也有消极的社会代理,在少数种族和宗教社会行动者中,既有他者的例子,也有标记化和抹除的因素。这些见解与对批判性地评估和重新设计语言和文化教材感兴趣的教育工作者和课程开发人员有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Decoding Ideology in Textbooks: Teaching Culture in the German Integration Course

This article explores how ideology is embedded in the cultural content of textbooks used in Germany's integration courses for migrants. Using critical multimodal discourse analysis, I analyze two dimensions of meaning in linguistic and visual (multimodal) texts: meaning as representation and meaning as inter/action. I analyze how social actors are visually and linguistically represented and how their sociological agency is distributed. I also scrutinize the interactional functions of texts and corresponding pedagogical tasks by exploring how learners are (dis)invited to engage with the content. Findings show that social actors have both positive and negative sociological agency in various social contexts, with instances of othering as well as elements of tokenization and erasure among minoritized racial and religious social actors. These insights are relevant for educators and curriculum developers interested in critically assessing and redesigning language and culture teaching materials.

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来源期刊
Unterrichtspraxis-Teaching German
Unterrichtspraxis-Teaching German LANGUAGE & LINGUISTICS-
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33.30%
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15
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