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

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Literacy Research Pub Date : 2021-09-01 DOI:10.1177/1086296X211030469
Nermin Vehabovic
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引用次数: 2

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.
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作为批判性识字的图画书:难民背景下的翻译儿童的经验和视角
这项多案例研究是对“我们的家”识字实践的更大规模调查的一部分,这是一个为难民背景的儿童提供学习支持的课后项目。我问道:“当来自难民背景的跨语言儿童对多元文化、跨国和跨语言的图画书做出反应时,会发生什么?”在批判性识字理论的指导下,我阐述了四个孩子在与图画书互动并参与对话阅读时的经历和观点;这些关键的识字实践,以及观察数据,都在简介中进行了报道。这项研究的结果揭示了难民背景的儿童在故事中发现假设的问题方面,从不同和矛盾的角度进行反思,阐明人物之间的权力关系,并提供以社会正义为中心的替代思想。这项研究扩展了该领域对在课后项目中对年轻跨语言学生进行批判性识字工作的外观、感觉和声音的了解。
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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