Picturebooks as Critical Literacy: Experiences and Perspectives of Translingual Children from Refugee Backgrounds

Autor/in	Vehabovic, Nermin
Titel	Picturebooks as Critical Literacy: Experiences and Perspectives of Translingual Children from Refugee Backgrounds
Quelle	In: Journal of Literacy Research, 53 (2021) 3, S.382-405 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vehabovic, Nermin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X211030469
Schlagwörter	Picture Books; Critical Literacy; Social Justice; Social Problems; Reader Response; Reader Text Relationship; Childrens Attitudes; Young Children; Elementary School Students; Refugees; After School Programs; Global Approach; Multilingual Materials; Cultural Pluralism; Cultural Background; African Culture; Stranger Reactions; Racial Bias; Bullying; Islam + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Kritisches Lesen; Soziale Gerechtigkeit; Social problem; Soziales Problem; Leserbrief; Frühe Kindheit; Flüchtling; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Globales Denken; Multilingualism; Materials; Mehrsprachiges Wörterbuch; Kulturpluralismus; Africa; Culture; Afrika; Kultur; Fremdenprüfung; Racial discrimination; Rassismus; Mobbing
Abstract	This multiple case study is part of a larger investigation of literacy practices in "Our Home," an after-school program that provides learning support to children from refugee backgrounds. I asked, "What happens when translingual children from refugee backgrounds respond to multicultural, transnational, and translingual picturebooks?" Informed by critical literacy theories, I illuminate the experiences and perspectives of four children as they interacted with and engaged in dialogic reading of picturebooks; these critical literacy practices, along with observational data, are reported in profiles. Findings from this study reveal the ways in which children from refugee backgrounds found problematic aspects of assumptions in stories, reflected on different and contradictory perspectives, articulated the power relationships between characters, and offered alternative thoughts centered on social justice. This research expands the field's knowledge of what doing critical literacy work with young translingual students in an after-school program looks, feels, and sounds like. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01