Literaturnachweis - Detailanzeige
Autor/inn/en | Marshall, Elizabeth; Toohey, Kelleen |
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Titel | Representing Family: Community Funds of Knowledge, Bilingualism, and Multimodality |
Quelle | In: Harvard Educational Review, 80 (2010) 2, S.221-242 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0017-8055 |
Schlagwörter | Foreign Countries; Criticism; Discourse Analysis; Elementary School Students; Grade 4; Grade 5; Bilingual Students; Student Projects; Intergenerational Programs; Grandparents; Story Telling; Multimedia Materials; Translation; Picture Books; Canada; India |
Abstract | In this article, Elizabeth Marshall and Kelleen Toohey use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students in a Canadian elementary school. Using MP3 players, students first recorded and then translated their grandparents' stories of life in India into picture books to serve as cultural resources in their school community. In retelling their grandparents' stories, students drew on a multiplicity of ancestral, globalized, and Western discourses in their textual and pictorial illustrations. The authors examine what happens when the funds of knowledge that students bring to school contradict normative, Western understandings of what is appropriate for children and how school might appropriately respond to varying community perceptions of good and evil. (Contains 3 notes and 3 figures.) (As Provided). |
Anmerkungen | Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |