“Moments That Glow”: WhatsApp as a Decolonising Tool in EFAL Poetry Teaching and Learning

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Education As Change Pub Date : 2020-12-23 DOI:10.25159/1947-9417/7975
K. Naidu, Denise Newfield
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引用次数: 0

Abstract

This article, based on a research project with learners in a township school in South Africa, seeks to discuss whether WhatsApp was able to transform the space of the poetry classroom in positive and productive ways. The project was designed in response to research in EFAL (English First Additional Language) classrooms that revealed the marginalisation of poetry as a component in the English classroom, a lack of enthusiasm for it on the part of teachers, and a lack of engagement and energy on the part of learners—all of whom seemed to find poetry remote, irrelevant, unengaging and difficult. The shift to a WhatsApp chatroom, after school hours and outside the classroom, revealed encouraging results. The article seeks to explore the transformative effects of that move, how the chatroom gave learners a creative space in which to express themselves, to speak with their own voice, in their own tongue and to take control of their learning—which seem to us to be decolonising effects. We use Maggie MacLure’s idea of selecting “moments that glow” from the text message conversations and the subsequent focus group discussions and questionnaires to show moments of pedagogic decolonisation.
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“发光的时刻”:WhatsApp作为EFAL诗歌教学和学习的非殖民化工具
这篇文章基于一个针对南非一所乡镇学校学生的研究项目,试图讨论WhatsApp是否能够以积极和富有成效的方式改变诗歌课堂的空间。该项目是针对EFAL(英语第一附加语言)课堂上的研究而设计的,该研究揭示了诗歌作为英语课堂的一个组成部分被边缘化,教师对诗歌缺乏热情,学习者缺乏参与和精力——所有人似乎都觉得诗歌遥远、无关紧要、令人反感和困难。在放学后和教室外,向WhatsApp聊天室的转变显示出令人鼓舞的结果。这篇文章试图探索这一举措的变革效果,聊天室如何为学习者提供一个创造性的空间,让他们用自己的声音、自己的语言表达自己,并控制自己的学习——在我们看来,这似乎是非殖民化的效果。我们使用Maggie MacLure的想法,从短信对话和随后的焦点小组讨论和问卷中选择“发光的时刻”,以展示教育非殖民化的时刻。
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来源期刊
Education As Change
Education As Change EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
29
审稿时长
24 weeks
期刊介绍: Education as Change is an accredited, peer reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. Critique, mainly understood in the tradition of critical pedagogies, is a constructive process which contributes towards a better world. Contributions from and about marginalised communities and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.
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