Critical Multimodal Literacy: How Nigerian Female Students Critique Texts and Reconstruct Unequal Social Structures

Autor/in	Ajayi, Lasisi
Titel	Critical Multimodal Literacy: How Nigerian Female Students Critique Texts and Reconstruct Unequal Social Structures
Quelle	In: Journal of Literacy Research, 47 (2015) 2, S.216-244 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X15618478
Schlagwörter	Foreign Countries; Females; Critical Literacy; High School Students; Single Sex Schools; Textbooks; Interviews; Observation; Video Technology; Social Media; Student Experience; Gender Issues; Reading Instruction; Teaching Methods; Educational Technology; Learning Modalities; Case Studies; Grade 9; Critical Reading; Social Bias; English (Second Language); Second Language Instruction; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Kritisches Lesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Textbook; Text book; Schulbuch; Lehrbuch; Interviewing; Interviewtechnik; Beobachtung; Soziale Medien; Studienerfahrung; Geschlechterfrage; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Lernumgebung; Case study; Fallstudie; Case Study; School year 09; 9. Schuljahr; Schuljahr 09; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht
Abstract	This research investigates how three female Nigerian high school students were taught to deploy critical multimodal literacy to interrogate texts and reconstruct unequal social structures. A class of ninth-grade students in an all-women school was given instruction through the analysis of how multiple modes were used to represent meanings in textbooks. Data were collected from multiple sources, including students' interviews, observations, classroom videos, social media posts, and artifacts of students' literacies to analyze how they reflect on and critique their personal experiences in Nigeria within and through the English curriculum. The findings suggest that the teacher and students co-constructed possibilities for the learners to critique the social production of gender and resist structural practices that diminish their voices and their literacy learning. The findings indicate a need for English teachers in Nigeria to enact critical multimodal literacy pedagogy which relates instruction to female students' interests to promote agency and change. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01