Literacy and Bourdieu's Sociological Theory: A Reframing

Carrington, Vicki; Luke, Allan

doi:10.1080/09500789708666721

Cited by 109 publications

(61 citation statements)

References 16 publications

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“…Carrington and Luke (1997) argue on the impact of cultural capital and the concept that people gather their ideas about everything around them, including what they define as success, education, and literacy, not in formal education but rather through their social networks. Their argument ties in with Vygotsky's ideas of psychological development and the impact of social components in learning (Moll, 2004).…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Using literature circles in the ESL college classroom: A lesson from Puerto Rico

Sambolin

Carroll

2015

Colomb. Appl. Linguist. J

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AbstractThis paper will use data collected from a case study of a basic English course at the University of Puerto Rico where literature circles were used to promote understanding of a novel dealing with issues of race, class and privilege. The article will trace both the implementation of the literature circles and the use of students’ first language to facilitate the reading of The Boy Without a Flag by Abraham Rodríguez Jr. Special attention will be paid to the use of literature circles to promote student participation, both orally and in written form, as well as in discussion of topics relevant to students. Furthermore, such implementation of literature circles in the classroom provided students with diversity, self-choice and student initiative, as they worked together to mediate meaning and discuss what they felt was important. Findings suggest that students benefited from the use of their first language, since it served as a cognitive tool that allowed them to collaboratively scaffold while also enabling the instructor to gauge reading comprehension. Moreover, selecting a text whose content tapped into students’ funds of knowledge promoted classroom participation about topics and issues students deemed relevant both inside and outside the English classroom.Key words: literature circles, ESL, adult learners, mother tongue, relevancyResumenEl artículo utilizará datos recopilados a través de una monografía llevada a cabo en un curso de Inglés básico en la Universidad de Puerto Rico, donde se incorporaron círculos literarios para promover la comprensión de una novela que trata sobre los conceptos de raza, clase y privilegio. El artículo trazará la implementación de círculos literarios y el uso del primer idioma de los estudiantes para facilitar la lectura del libro The Boy Without a Flag por Abraham Rodríguez Jr. Se prestará atención especial al uso de círculos literarios para promover participación por parte de los estudiantes, tanto escrita como oral, así como en la discusión de temas relevantes para los estudiantes. Además, dicha implementación de círculos literarios en el salón proveyó oportunidades de diversidad, libre elección e iniciativa para los estudiantes mientras estos trabajaban juntos para mediar significado y discutir lo que a estos le parecía más importante. Los resultados sugieren que los estudiantes fueron beneficiados al utilizar su primer idioma, ya que este sirvió como una herramienta cognoscitiva que les permitió practicar andamiaje colectivo mientras permitió al instructor medir comprensión de lectura. Por último, seleccionar un texto que conecta con los fondos de conocimiento de los estudiantes promovió participación y discusión grupal de temas y asuntos que los estudiantes consideraron relevantes tanto dentro como fuera del salón.Palabras claves: círculos literarios, ESL, estudiantes adultos, primer idioma, relevancia

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Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Using literature circles in the ESL college classroom: A lesson from Puerto Rico

Sambolin

Carroll

2015

Colomb. Appl. Linguist. J

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“…Bourdieu's social practice theory (1991,1998,1992) has been used to explain the relationship between micro-level language and literacy practices in and out of the classroom, officially sanctioned policies regulating language and literacy practices, and the relative returns or capital afforded by different practices in schools (Angélil-Carter, 1997;Carrington & Luke, 1997;Fairbanks & Ariail, 2006;Handsfield, 2006;Heller, 1995;Jiménez, Smith, & Martínez-León, 2003;Marsh, 2006;McKay & Wong, 1996;Peirce, 1995). This perspective is useful for our examination of how Joyce's linguistic and literate dispositions intersect with dominant discourses of reading in her use of CSI.…”

Section: Bourdieu's Social Practice Theorymentioning

confidence: 99%

Cognition and Misrecognition: A Bourdieuian Analysis of Cognitive Strategy Instruction in a Linguistically and Culturally Diverse Classroom

Handsfield

Jiménez

2009

Journal of Literacy Research

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This study reports data from a year-long ethnographic case study of a third-grade teacher's literacy instruction for her linguistically and culturally diverse students. Specifically, we use Bourdieu's social practice theory (1991, 1998) to examine the teacher's linguistic and literate habitus and the discourses of the field converge in her use of cognitive strategy instruction (CSI). In doing so, we spotlight CSI as a site of "struggle for the monopoly of legitimate discourse" (Bourdieu, 1983, p. 317) of the field of reading instruction and the potential effects for linguistically and culturally diverse students. We adapt Bourdieu's theories, however, by situating both habitus and field as performative (Butler, 1993) "as if" spaces (Holland, et al., 1998). Counter to the intentions of many who have developed and advocated the teaching of cognitive reading strategies, we found that CSI was performed in ways that may legitimize narrow conceptions of what "counts" as reading, and even thinking, or cognizing, about texts. At the same time, we identified a small number of instances in which the teacher's instruction challenged those conceptualizations. While we argue that CSI can benefit students, particularly those who struggle with reading, we are concerned that it may be implemented in ways that support current standardizing efforts in language and literacy education. We end with a

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“…Apesar de muitas evidências em contrário (GRAFF, 1979;CARRINGTON;LUKE, 1997), nas sociedades contemporâneas está fortemente enraizada a convicção de que a prosperidade dos países depende dos níveis de literacia das populações, ou, nas palavras de Mary Hamilton e Kathy Pitt (2011), que um dos indicadores de progresso é a literacia. Na medida em que esta crença posiciona os adultos, sem ou com pouca escolarização, quase "como marginais" e "socialmente excluídos" (HAMILTON; PITT, 2011, p. 350), a sua "falta de literacia" constitui uma preocupação de políticas sociais e económicas que se têm traduzido em medidas e programas que tanto visam a administração direta de "literacia", isto é, que instituem a leitura e a escrita como objeto de aprendizagem, como, junto com a numeracia, visam o desenvolvimento do que ficou conhecido como "skills básicos" (HAMILTON; HILLIER, 2006, p. 22) administrados a par de disciplinas escolares.…”

Section: A Literacia Enquanto Prática Socialunclassified

A relação com o escrito nos kits de identidade de adultos em processos de reconhecimento e certificação de competências DOI - 10.5752/P.2358-3428.2013v17n32p155

Dionísio

Castro

Silva

2015

Scripta

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ResumoNo âmbito de um projeto de pesquisa centrado nas biografias de relação com o escrito de adultos envolvidos, em Portugal, em processos de Reconhecimento, Validação e Certificação de Competências -RVCC -, neste texto apresentamse os dados relativos à inquirição a 113 adultos do distrito de Braga, Portugal, os quais, estavam a iniciar este processo de reconhecimento. Assume-se que as práticas de linguagem são indissociáveis dos contextos socioculturais em que as pessoas se movimentam, e que as práticas de leitura e escrita atravessam todos os diferentes domínios de vida, de modos mais ou menos vernáculos por oposição aos dominantes definidos por instituições como a escola. Entre as principais conclusões, destaca--se nestes sujeitos, tidos como "iletrados", a presença e variedade de atividades de interação com textos, por meio de textos e sobre textos. As características de tais atividades andam intimamente ligadas aos domínios de vida em que estes sujeitos participaram e participam. Neste sentido, a frequência e finalidade do RVCC contribuem para acrescentar aos kits de identidade destes cinco adultos, os traços, e valores que as comunidades letradas atribuem, sobretudo, à leitura.

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Literacy and Bourdieu's Sociological Theory: A Reframing

Cited by 109 publications

References 16 publications

Using literature circles in the ESL college classroom: A lesson from Puerto Rico

Using literature circles in the ESL college classroom: A lesson from Puerto Rico

Cognition and Misrecognition: A Bourdieuian Analysis of Cognitive Strategy Instruction in a Linguistically and Culturally Diverse Classroom

A relação com o escrito nos kits de identidade de adultos em processos de reconhecimento e certificação de competências DOI - 10.5752/P.2358-3428.2013v17n32p155

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