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Access to multiliteracies: A critical ethnography

Mills, Kathy A. (2007) Access to multiliteracies: A critical ethnography. Ethnography and Education, 2(3), pp. 305-325.

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Abstract

This paper reports the key findings of a critical ethnography, which documented the enactment of the multiliteracies pedagogy in an Australian elementary school classroom. The multiliteracies pedagogy of the New London Group is a response to the emergence of multimodal literacies in contemporary contexts of increased cultural and linguistic diversity. Giddens' structuration theory was applied to the analysis of systems relations. The key finding was that students, who were culturally and linguistically diverse, had differential access to multiliteracies. Existing degrees of access were reproduced among the student cohort, based on the learners' relation to the dominant culture. Specifically, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally or socio-economically marginalized. These experiences were influenced by the agency of individuals who were both enabled and constrained by structures of power within the school and the wider educational and social systems.

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ID Code: 13376
Item Type: Journal Article
Keywords: critical ethnography, education, research methods, sociology, multiliteracies, access, equity, structuration theory
DOI: 10.1080/17457820701547310
ISSN: 1745-7831
Subjects: Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LINGUISTICS (200400) > Language in Culture and Society (Sociolinguistics) (200405)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LANGUAGE STUDIES (200300) > English as a Second Language (200303)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LANGUAGE STUDIES (200300)
Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > FILM TELEVISION AND DIGITAL MEDIA (190200)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)
Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > DESIGN PRACTICE AND MANAGEMENT (120300)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LANGUAGE STUDIES (200300) > English Language (200302)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociological Methodology and Research Methods (160807)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000)
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Past > Institutes > Institute for Creative Industries and Innovation
Copyright Owner: Copyright 2007 Taylor & Francis
Copyright Statement: This is an electronic version of an article published in Ethnography and Education 2(3):pp. 305-325. Ethnography and Education is available online at informaworld : http://dx.doi.org/10.1080/17457820701547310
Deposited On: 28 Apr 2008
Last Modified: 13 Jan 2014 09:21

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