Sociocultural Positioning in Literacy: Exploring Culture, Discourse, Narrative, & Power in Diverse E
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Title: Sociocultural Positioning in Literacy
Sub-title: Exploring Culture, Discourse, Narrative, & Power in Diverse Educational Contexts
Editor(s): Mary B. McVee, Cynthia H. Brock, and Jocelyn A. Glazier
Publish Date: January 2011
|“Overall, I believe the volume presents a focused and extremely thoughtful elaboration of how one theoretical lens can enhance our collective understanding of literacy and diversity in educational settings.”|
~Deborah Hicks, Professor, University of Cincinnati.
“The studies collected in this book explore a complex social psychological phenomenon or perhaps one should say cluster of phenomena from several points of view. By adopting Positioning Theory as their analytical tool, all sorts of illumination is cast by the authors on the manifold ways that the struggle for literacy by learner and teacher alike is embedded in very complex patterns of conventions, beliefs, and practices. Positioning theory discourages “quick fix” research. The research reported here with its concrete presentation of real-life excerpts from the world of lived experience is admirable in its richness and dicersity.”
~Rom Harré, Linacre College, Oxford and Georgetown University, Washington, DC
This book uses positioning theory as a guiding framework to examine teaching and learning in literacy-related contexts. These contexts include a range of literate practices, participants, and settings. Authors examine how teachers respond to multicultural texts, how adults guide children to appropriate academic discourse, how children engage in meaningful talk about texts—or avoid that talk, and how researchers write up and position themselves and their participants. Throughout the book, literacy practices, whether involving children or adults, are viewed as situated, social processes contingent upon cultural contexts and the meaning-making systems used within such contexts.
Contents: Foreword, Rom Harré. Positioning Theory and Sociocultural Perspectives: Affordances for Educational Researchers, Mary B. McVee. PART I: POSITIONING IN ACTION: REFLEXIVITY AND IDENTITY IN LOCAL CONTEXTS, Mary B. McVee.
Names and Nationalities: Positioning and Hybrid Identity in the Narrated Experiences of a Palestinian-American Teacher’s Experience, Kelly M. Keegan, Fayezeah Abdallahm, and Mary B. McVee. Revisioning: New Perspectives of Literacy with Positioning Theory, Diane Barone. The Positioner and the Positioned: Reflective Explorations of the Dynamic Positions of Novice Researchers and Graduate Students, Nancy M. Bailey and Maria Baldassarre Hopkins. Commentary: A Microethnographic Approach to Exploring Positioning Theory as Educational Action, W. Douglas Baker and Judith L. Green. PART II: ENACTING THE “DOUBLE GAZE”: POSITIONING IN AND ACROSS NARRATIVES OF TEACHER LEARNING, Mary B. McVee. Exploring Culture as Discursive Process: Positioning in Teacher Explorations of Literacy and Diversity, Mary B. McVee, Maria Baldassarre Hopkins, and Nancy Bailey. Shifting Positions” One Teacher’s Journey Exploring Literacy and Diversity, Cynthia H. Brock, Melissa Nikoli, and Jill Wallace. Staying Power of Positionality: Exploring the Challenge of Repositioning When in the Company of Others, Jocelyn A. Glazier. Commentary: Shifting Position: Its Educational Risk and Value, Susan Florio-Ruane. PART III: EQUITY AND ACCESS; POSITIONING AND DISCURSIVE PRACTICES IN AND OUT OF SCHOOL, Cynthia H. Brock. Adolescent Girls Authoring Their Lives through Anime: Fanfiction and Identity in Inyhasha Central, Mary K. Thompson. Creating Spaces for Equity?: The Role of Positioning in Peer-Led Literature Discussions, Karen S. Evans. Repositioning Our Understanding of Deng’s Literacy Learning Opportunities, Cynthia H. Brock and Taffy E. Raphael. Commentary: Positioning and Power in Literacy Instruction, Kathryn Au and Julie Kaomea. Conclusion: The Power in and Around Positioning, Jocelyn A. Glazier. Author Index. Subject Index.