Designing multimodal classrooms for social justice

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dc.contributor.authorArcher, Arleneen_ZA
dc.date.accessioned2014-07-29T08:39:27Z
dc.date.available2014-07-29T08:39:27Z
dc.date.issued2014en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Classroom Discourse on 24 Jan 2014, available online: http://www.tandfonline.com/10.1080/19463014.2013.859842.en_ZA
dc.description.abstractThis paper explores the ways in which multimodal classroom discourse could inform a social justice agenda through broadening the base for representation in the classroom. It identifies some of the challenges and opportunities of designing multimodal classrooms in diverse and developing contexts, where there are vast differentials in terms of access to resources. It focuses on the ways in which multimodal classrooms could recognise a range of student resources, whilst at the same time enabling access to dominant forms. This includes access to the discourses and knowledges of official curricula and formal methods of assessment, as well as the creation of dispositions towards meaning-making outside of the classroom. Formal education often closes down access to a range of semiotic resources and multimodal classrooms can potentially recover 'recognition' of these. This paper explores ways of designing multimodal classrooms for social justice in order to bring to the surface the range of students' resources which are often not noticed or valued in formal educational settings. It proposes the following: the questioning of boundaries between domains, harnessing students' representational resources, developing metalanguages for reflection and creating less regulated classroom spaces.en_ZA
dc.identifier.apacitationArcher, A. (2014). Designing multimodal classrooms for social justice. <i>Classroom Discourse</i>, http://hdl.handle.net/11427/3353en_ZA
dc.identifier.chicagocitationArcher, Arlene "Designing multimodal classrooms for social justice." <i>Classroom Discourse</i> (2014) http://hdl.handle.net/11427/3353en_ZA
dc.identifier.citationArcher, A. 2014. Designing multimodal classrooms for social justice. Classroom Discourse.en_ZA
dc.identifier.issn1946-3014en_ZA
dc.identifier.ris TY - Journal Article AU - Archer, Arlene AB - This paper explores the ways in which multimodal classroom discourse could inform a social justice agenda through broadening the base for representation in the classroom. It identifies some of the challenges and opportunities of designing multimodal classrooms in diverse and developing contexts, where there are vast differentials in terms of access to resources. It focuses on the ways in which multimodal classrooms could recognise a range of student resources, whilst at the same time enabling access to dominant forms. This includes access to the discourses and knowledges of official curricula and formal methods of assessment, as well as the creation of dispositions towards meaning-making outside of the classroom. Formal education often closes down access to a range of semiotic resources and multimodal classrooms can potentially recover 'recognition' of these. This paper explores ways of designing multimodal classrooms for social justice in order to bring to the surface the range of students' resources which are often not noticed or valued in formal educational settings. It proposes the following: the questioning of boundaries between domains, harnessing students' representational resources, developing metalanguages for reflection and creating less regulated classroom spaces. DA - 2014 DB - OpenUCT DP - University of Cape Town J1 - Classroom Discourse LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 SM - 1946-3014 T1 - Designing multimodal classrooms for social justice TI - Designing multimodal classrooms for social justice UR - http://hdl.handle.net/11427/3353 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3353
dc.identifier.vancouvercitationArcher A. Designing multimodal classrooms for social justice. Classroom Discourse. 2014; http://hdl.handle.net/11427/3353.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceClassroom Discourseen_ZA
dc.source.urihttp://dx.doi.org/10.1080/19463014.2013.859842
dc.subject.othermultimodalityen_ZA
dc.subject.otheraccessen_ZA
dc.subject.otherrecognitionen_ZA
dc.subject.othersocial justiceen_ZA
dc.titleDesigning multimodal classrooms for social justiceen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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