Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies

摘要: The multiliteracies pedagogy of the New London Group is a response to emergence new literacies and changing forms meaning-making in contemporary contexts increased cultural linguistic diversity. This critical ethnographic research investigates interactions between pedagogy, power, discourses, differential access multiliteracies, among group culturally linguistically diverse learners mainstream Australian classroom. study documents way which teacher enacted through series mediabased lessons with her year six (aged 11-12 years) class. reporting this timely because has become key feature educational policy initiatives syllabus requirements. methodology was based on Carspecken's ethnography. method includes five stages: Stage One involved eighteen days observational data collection over course ten weeks aimed enable collaboratively design claymation movie. Two initial analysis data, including verbatim transcribing, coding, applying analytic tools data. Three semi-structured, forty-five minute interviews principal, teacher, four students. In Stages Four Five, results micro-level were compared macro-level phenomena using structuration theory extant literature about multiliteracies. finding that students' differed group. Existing degrees reproduced, learners' relation dominant culture. context media-based students designed movies, from Anglo-Australian, middle-class backgrounds had greater transformed designing than those who marginalised. These experiences mediated by discourses classroom, turn influenced agency individuals. individuals both enabled constrained structures power within school wider social systems. Recommendations arising provided for teachers, principals, makers researchers seek monitor facilitate success contexts.