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.

View at publisher


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.

Impact and interest:

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

434 since deposited on 28 Mar 2007
4 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

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, http://www.tandfonline.com/10.1080/15348450701454247
Deposited On: 28 Mar 2007
Last Modified: 25 Oct 2015 22:26

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page