Have you seen Lord of the Rings? Power, Pedagogy and Discourses in a Multiliteracies Classroom

Mills, Kathy A. (2007) Have you seen Lord of the Rings? Power, Pedagogy and Discourses in a Multiliteracies Classroom. Journal of Language and Identity in Education, 6(3), pp. 221-241.

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Literacy today is characterised by rapidly changing and emergent forms of meaning making in the context of increased cultural and linguistic diversity, giving rise to the multiliteracies pedagogy of the New London Group. This paper responds to these imperatives, reporting findings from a critical ethnography investigating the interactions between pedagogy, power and discourse, and students’ access to multiliteracies among culturally and linguistically diverse learners. The paper reports the way in which a teacher enacted the multiliteracies pedagogy in the context of claymation movie-making lessons with her year six (aged 11-12 years) class in Australia. A key finding was that students’ access to multiliteracies differed among the culturally and linguistically diverse group because of a gap between multiliteracies theory and praxis. Specific recommendations are provided concerning the use of coercive power, and the need for culturally inclusive discourses when enacting the multiliteracies pedagogy to enable meaningful designing.

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ID Code: 6742
Item Type: Journal Article
Refereed: Yes
Keywords: multiliteracies, pedagogy, power, discourses, critical ethnography, cultural diversity, linguistic diversity, classroom
DOI: 10.1080/15348450701454247
ISSN: 1534-8458
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Copyright Owner: Copyright 2007 Taylor & Francis
Copyright Statement: The Version of Record of this manuscript has been published and is available in Journal of Language and Identity in Education, 05 December 2007,
Deposited On: 28 Mar 2007 00:00
Last Modified: 25 Oct 2015 22:26

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