Arizpe, Evelyn and Bagelman, Caroline and Devlin, Alison M. and Maureen, Farrell and McAdam, Julie E. (2014) Visualizing Intercultural Literacy: Engaging critically with diversity and migration in the classroom through and image-based approach. Language and Intercultural Communication, 14 (13). pp. 304-321. ISSN 1470-8477
Full text not available from this repository. (Request a copy)Abstract
Accessible forms of language, learning and literacy, as well as strategies that support
intercultural communication are needed for the diverse population of refugee, asylum
seeker and migrant children within schools. The research project Journeys from
Images to Words explored the potential of visual texts to address these issues. Working
in Glasgow primary schools within critical pedagogical frameworks that invite sharing
of personal narratives and of cultural knowledge, the researchers examined and
evaluated an image-based approach, both for reading and responding to a selection of
children’s texts and for obtaining an insight into the home literacy practices of diverse
communities. In this article, a ‘generative theme’, as used by Paulo Freire is used to
examine how students engaged with reading visual texts, shared their responses and
extended their intercultural understanding. The results from this project provide
evidence for the inclusion of visual texts and methodologies within critical pedagogies
in order to develop intercultural literacy in the classroom.
| Item Type: | Article |
|---|---|
| Additional Information and Comments: | This is an Accepted Manuscript of an article published by Taylor & Francis in Language and Intercultural Communication [15th May 2014], available online at: https://www.tandfonline.com/doi/abs/10.1080/14708477.2014.903056" |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Carly Bagelman |
| Date Deposited: | 20 Mar 2018 17:46 |
| Last Modified: | 11 Nov 2024 11:55 |
| URI: | https://hira.hope.ac.uk/id/eprint/2414 |
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