Aboriginal Students Engaging and Struggling with Critical Multiliteracies

Autor/in	Pirbhai-Illich, Fatima
Titel	Aboriginal Students Engaging and Struggling with Critical Multiliteracies
Quelle	In: Journal of Adolescent & Adult Literacy, 54 (2010) 4, S.257-266 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.54.4.3
Schlagwörter	Nontraditional Education; Action Research; Participant Observation; Foreign Countries; Literacy; Indigenous Populations; Reading Instruction; Video Technology; Journal Writing; Discussion (Teaching Technique); Culturally Relevant Education; Computer Uses in Education; Social Problems; Student Participation; Canada Natives; Critical Thinking; At Risk Students; Secondary School Students; Adolescents; Identification (Psychology); Student Attitudes + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Projektforschung; Teilnehmende Beobachtung; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Sinti und Roma; Leseunterricht; Zeitschriftenaufsatz; Computernutzung; Social problem; Soziales Problem; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kritisches Denken; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten
Abstract	This article reports on findings from a school-based action research project with aboriginal adolescent students attending an alternative school in Canada. As a Freirean response to these marginalized students' school failures, the researcher engaged students in a critical multiliteracies approach to language and literacy learning. Based on participant observation, video recordings, teacher journals, and field notes, key findings from this study indicated that (a) students were more likely to engage in school literacy projects when rules about how to speak in school and what topics could be discussed in school were suspended, (b) students' literacy levels benefited from a critical multiliteracies project that asked to them to draw on their own cultural funds of knowledge and use and develop the computer technologies skills they were interested in, and (c) students were more likely to engage in critical discussion of social issues when they chose the topic for study. (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10