Marginalization, making meaning and mazes
Grieshaber, Susan J. (2008) Marginalization, making meaning and mazes. In Genishi, C. & Lin Goodwin, A. (Eds.) Diversities in Early Childhood Education: Rethinking and Doing. Routledge (Taylor & Francis), New York, pp. 83-101.
Nate, a boy from the Pacific Islands in year 3 was described by his teacher as performing at a lower level of competency in class and "struggling with literacy and numeracy." Despite this, as part of a classroom computer activity of maze making, Nate completed the set task at a more sophisticated level than many others. While working on the maze, Nate engaged in an unsanctioned literacy and numeracy practice on another computer window, which drew a small audience of boys who watched in awe as he created a complex digital artifact. In this chapter I provide the classroom context for the maze-making episode and then track the progress of Nate as he worked on the maze, comparing Nate’s finished product to mazes completed by other boys in the class. I speculate about the ways in which this achievement might impact on his identity as a class member and consider the necessity of including non-traditional literacy and numeracy practices as part of meaningful learning, especially for those who might be constructed as low achievers by their teachers in basic literacy and numeracy.
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|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author.|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2008 Routledge (Taylor & Francis)|
|Deposited On:||16 Sep 2008|
|Last Modified:||29 Feb 2012 13:50|
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