Cultural studies and critical literacies

Rutten, Kris; Rodman, Gilbert B.; Wright, Handel Kashope; Soetaert, Ronald

doi:10.1177/1367877912474544

Cited by 12 publications

(10 citation statements)

References 25 publications

(36 reference statements)

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“…However, due to the children's desire and passion to learn, I support them by asking PKBM Kencana Ungu as the media or place to study the children of Baduy tribe. Literacy acquisition is approached as a process of socialization situated in the context of the power structures of society and institutions [27]. The children of Baduy tribe can still follow and go to this nonformal school because there are no rules for uniform and schedule to enter the school every day like a formal school.…”

Section: Resultsmentioning

confidence: 99%

Comparison between Education and Tradition

Muslikhah¹,

Wita²,

Wanidison³

et al. 2018

Proceedings of the Annual Civic Education Conference (ACEC 2018)

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Tradition is a value and norm that has been passed down from ancestors to generations and must be continued to the next generation who live in the society, where the tradition is binding absolutely to the community. The purpose of this study was to find the changing tradition of Baduy Indonesia tribe due to the incoming education from the outside. This research used the descriptive qualitative method which chose Baduy Indonesia tribe from a west java as the sampling frame, it was chosen from the purposive sampling survey. The results of this study indicates that, in order to go to school, the children of Baduy tribe must be willing to bring their crops to be sold in the city, therefore they have the reason to get out of the village and go to study at school. The conclusion of this paper is education will not change the traditions of the Baduy tribe of Indonesia; with the education, people will be able to face the increasingly globalized world. The next generation of the tribe will not leave the village because they live and grow in the middle of custom rules and they will also keep the customary rules.

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Section: Resultsmentioning

confidence: 99%

Comparison between Education and Tradition

Muslikhah¹,

Wita²,

Wanidison³

et al. 2018

Proceedings of the Annual Civic Education Conference (ACEC 2018)

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“…Graff 1991Graff , 1995Eldred and Mortensen 1992;Luke 1997;Williams and Zenger 2007;Hall 2008;Bryson 2012), this idea still rings true in more conservative approaches to the importance of cultural literacy, sometimes combined with a nostalgic longing for an idealized past. However, the past few decades there has been an increasing exploration of what cultural literacies can or should imply in the current globalized, pluralized and media-saturated condition (Graff 2003;Street 2005;Duffy 2003Duffy , 2004Lanham 2006;Hartley 2009;Rutten et al 2013;Tomaselli and Mboti 2013).…”

Section: Cultural Literacies In Transitionmentioning

confidence: 99%

“…This special issue builds on the large body of multi-disciplinary work on (cultural) literacies that has been developed over the past few decades (for an overview, see for example Rutten et al 2013). It is impossible to revisit this debate within the scope of this introduction or even within the scope of this special issue as a whole.…”

Section: Cultural Literacies In Transitionmentioning

confidence: 99%

Cultural Literacies in Transition

Rutten

2020

Critical Arts

Self Cite

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“…In this way, it signifies a new paradigm that positions itself differently from existing orthodox approaches to literacy (Lankshear & Knobel, 2011;cf. Andersson & Hashemi, 2016;Burnett, 2016;Farrell & Corbel, 2017;Rutten et al, 2013). The ontological sense of new literacies relates to new technologies and the multiple ways in which these technologies uniquely mediate literacies as opposed to the manner in which conventional literacies are encoded.…”

Section: Existing Literacy Orthodoxiesmentioning

confidence: 99%

Re-imagining literacies and literacies pedagogyin the context of semio-technologies

Chaka¹

2019

NJDL

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This paper seeks to explore and re-imagine the notion of literacy, by first reconceptualising it in its plural form as literacies, and second, by embedding it within the context of semio-technologies. From this basis, and employing interface theory, it contends that imagination serves as a launching pad for literacies, semio-technologies and literacies pedagogy. The paper also argues that in its plural form, literacies does not only entail the critical literacies, New Literacy Studies, new literacies and multiliteracies perspectives, but also encompasses other literacy permutations, such as multicultural literacies, pluralistic literacies, globalised literacies, digital literacies, mobile literacies, data literacies and high literacies. In addition, it proposes how literacies can be incorporated into school curricula and taught in both primary and secondary school contexts. It suggests three models (standalone, infusion and crosscutting models) for curriculating literacies. Lastly, the paper characterises the changing nature of learners and the changing roles of teachers in view of ever-evolving literacies.

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Cultural studies and critical literacies

Cited by 12 publications

References 25 publications

Comparison between Education and Tradition

Comparison between Education and Tradition

Cultural Literacies in Transition

Re-imagining literacies and literacies pedagogyin the context of semio-technologies

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