Ethnographic Research on Children's Literacy Practices: Children's Literacy Experiences and Possibilities for Representation

Autor/in	Schmidt, Catarina
Titel	Ethnographic Research on Children's Literacy Practices: Children's Literacy Experiences and Possibilities for Representation
Quelle	In: Ethnography and Education, 15 (2020) 1, S.48-63 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmidt, Catarina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2018.1512004
Schlagwörter	Ethnography; Democracy; Power Structure; Multilingualism; Foreign Countries; Literacy Education; Self Concept; Elementary School Students; Student Attitudes; Grade 3; Grade 4; Grade 5; Reading Habits; Language Role; Swedish; Language Usage; Peer Relationship; Video Games; Social Media; Coping; Student Adjustment; Sweden + Suchen Sie Ihr Suchwort? Ethnografie; Demokratie; Mehrsprachigkeit; Multilingualismus; Ausland; Selbstkonzept; Schülerverhalten; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Reading habit; Lesegewohnheit; Schwedisch; Sprachgebrauch; Peer-Beziehungen; Video game; Videospiel; Videospiele; Soziale Medien; Bewältigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schweden
Abstract	This paper draws on a longitudinal ethnography of nine children's use of texts in and out of school in a multilingual setting in Sweden. The aim of this contribution is to reflect on the ways in which four out of these nine children are able to represent their literacies in school and in that way also represent their experiences and identities. The analysis highlights the importance of ethnographic approaches through which literacies can be studied from children's perspectives rather than using predefined and technical definitions. Drawing on the results, I argue that studies of children's literacy practices have to be related to children's positions and to power structures within society and its institutions. The crucial goal in this is to avoid deficit discourses, to challenge narrow classroom discourses and to sustain democracy in diverse societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01