Download Identity Texts: The Collaborative Creation of Power in by Jim Cummins, Margaret Early PDF

By Jim Cummins, Margaret Early

Powerful and inspirational pedagogy has been accomplished via id texts in multilingual university contexts, enticing scholars worldwide. This publication exhibits how identification texts are used.

The time period identification texts was once first utilized by the Canada-wide Multiliteracies venture to explain numerous artistic paintings through scholars – collaborative inquiry, literary narratives, dramatic and multimodal performances – led by way of lecture room lecturers. The identification texts produced held up a reflect to the scholars which mirrored their identities again in a good light.

Jim Cummins and Margaret Early describe the character of id texts and the way they relate to broader orientations to pedagogy, and think about a number of pedagogical frameworks during which they've been built-in. short case reviews keep on with of id textual content development by means of educators and scholars in faculties in components of North the United States and China, in Burkina Faso and Uganda in Africa, and in Italy, Spain and Greece. The final bankruptcy elaborates at the ways that id textual content building can advertise robust sorts of studying between culturally and linguistically various students.

Identity Texts is vital studying for everybody curious about constructing applicable pedagogy for colleges and for all who paintings with multilingual youngsters.

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Additional info for Identity Texts: The Collaborative Creation of Power in Multilingual Schools

Sample text

The interactions between educators, students and communities are never neutral; to varying degrees they either reinforce coercive relations of power or promote collaborative relations of power. In the former case, they contribute to the disempowerment of culturally diverse students and communities; in the latter case, the interactions constitute a process of empowerment that enables educators, students and communities to challenge the operation of coercive power structures. The operation of the processes depicted in this framework can be seen in the research of Bishop and Berryman (2006) which explored patterns of educational engagement among Maori youth in Aoteroa/New Zealand.

Optimal instruction will include a Focus on Meaning, a Focus on Language, and a Focus on Use. The focus on meaning entails not just understanding content but also developing critical literacy rather than just processing text at surface level. The focus on language involves (a) promoting explicit knowledge of how the linguistic system operates, (b) developing a metalanguage to talk about it, and (c) enabling students to become critically aware of how language operates within society. If students are to participate effectively within a democratic society they should be able to ‘read’ how language is used to achieve social goals: to elucidate issues, to persuade, to deceive, to include, to exclude, etc.

Coercive relations of power refer to the exercise of power by a dominant individual, group or country, to the detriment of a subordinated individual, group or country. For example, over generations and in countries around the world, dominant group institutions (eg schools) have required that subordinated groups deny their social and cultural identities and give up their languages and dialects as a necessary condition for success in the ‘mainstream’ society. Collaborative relations of power, by contrast, reflect the sense of the term ‘power’ that refers to ‘being enabled,’ or ‘empowered’ to achieve more.

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