Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Accepting or Challenging the Given?: Critical Perspectives on Whole-class Readings of Texts in Social Studies
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-2565-8875
2024 (English)In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 23, no 1, p. 66-81Article in journal (Refereed) Published
Abstract [en]

Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, the concern of this study is the conscious and critical use of teaching material in diverse student groups. The study involved a teacher and her Grade 6 students in a school with many migrant language learners. The data was gathered by observations, field notes, voice recordings, and the collection of teaching materials. Using social semiotic theory of visual design, the analysis of the textbook used in instruction shows that the layout perpetuated a Western-centric view of a divided world, along with an individualistic and anthropocentric view of environmental sustainability. The oral interaction, highlighting different text elements, largely reinforced the meaning perspectives promoted in the textbook. However, on occasion, the students were positioned to take a more analytical stance. Implications for using knowledge about information flow in textbooks to promote critical literacy practices in teaching are discussed.

Place, publisher, year, edition, pages
Routledge, 2024. Vol. 23, no 1, p. 66-81
Keywords [en]
Classroom discourse, colonialism, critical discourse analysis, critical literacy, social semiotics, textbooks
National Category
Didactics
Identifiers
URN: urn:nbn:se:mau:diva-46249DOI: 10.1080/15348458.2021.1958685ISI: 000696274600001Scopus ID: 2-s2.0-85114908255OAI: oai:DiVA.org:mau-46249DiVA, id: diva2:1602427
Available from: 2021-10-12 Created: 2021-10-12 Last updated: 2024-01-11Bibliographically approved

Open Access in DiVA

fulltext(5628 kB)137 downloads
File information
File name FULLTEXT01.pdfFile size 5628 kBChecksum SHA-512
271436a2dd00527985fd9a3ff00a5130ba94cd152c241330d54f9e19c37395b17a1e93334e4ddfa47bbf19ad8a326338dc05efee7aad1ba5b5b3171be61ca3e0
Type fulltextMimetype application/pdf

Other links

Publisher's full textScopus

Authority records

Walldén, Robert

Search in DiVA

By author/editor
Walldén, Robert
By organisation
Department of Culture, Languages and Media (KSM)Disciplinary literacy and inclusive teaching
In the same journal
Journal of Language, Identity & Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 137 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 199 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf