教育工作者对克雷斯关于意义创造和读写能力的思想的吸收:来自南非的案例研究

IF 0.8 3区 文学 Q3 COMMUNICATION Text & Talk Pub Date : 2023-11-24 DOI:10.1515/text-2022-0060
Denise Newfield
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引用次数: 0

摘要

本文以实践者为基础,讲述了克雷斯在南非教育背景下对识字、文学和意义创造的看法,特别是他对政治、符号学和识字的整合。它考察了这些思想在1994年种族隔离后的南非某些机构的课堂上的影响力量,展示了克雷斯的关键概念和原则如何为进步教育工作者的工作提供了一个变革性的理论框架。一个受克雷斯启发的框架推动了从小学到大学各个层次的读写能力和意义建构的新概念,并推动了从1994年到新千年的第一个十年的研究。鉴于克雷斯在社会符号学中对社会的坚持,以及他对表征、沟通和情境性的整合的强调,本文将重点讨论他的观点在语境中的作用,以及这些观点如何、为何发挥作用,以及它们的结果。有人提出,南非的情况- -虽然在许多方面是独特的- -可能与南方更普遍的后殖民和非殖民化教育背景有关。
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Educators’ uptake of Kress’s ideas on meaning-making and literacy: a case study from South Africa
This article is a practitioner-based account of the uptake of Kress’s ideas on literacy, literature and meaning-making in South African educational contexts, in particular, his integration of politics, semiosis and literacy. It examines the affective force of these ideas in South African classrooms in certain institutions during the immediate post-apartheid period from 1994 onwards, showing how Kress’s key concepts and principles provided a transformative theoretical framework for the work of progressive educators. A Kress-inspired framework propelled new conceptualisations of literacy and meaning-making in these classrooms and beyond – at all levels, from primary through to tertiary – and fuelled research from 1994 into the first decade of the new millennium. Given Kress’s insistence on the social, as in social semiotics, and his stress on the integration of representation, communication and situatedness, this article focuses on his ideas in context, how and why they were put to work and what their outcomes were. It is proposed that the South African case – although unique in many ways – may be relevant to postcolonial and decolonising educational contexts in the South more generally.
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来源期刊
Text & Talk
Text & Talk Multiple-
CiteScore
1.70
自引率
16.70%
发文量
70
期刊介绍: Text & Talk (founded as TEXT in 1981) is an internationally recognized forum for interdisciplinary research in language, discourse, and communication studies, focusing, among other things, on the situational and historical nature of text/talk production; the cognitive and sociocultural processes of language practice/action; and participant-based structures of meaning negotiation and multimodal alignment. Text & Talk encourages critical debates on these and other relevant issues, spanning not only the theoretical and methodological dimensions of discourse but also their practical and socially relevant outcomes.
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