Re: [xmca] Artifactual Critical Literacy: A New Perspective for Literacy

[mike cole <lchcmike@gmail.com>]

Thanks very much for this suggestion, Malcolm. I finally got to look it up
and its GREAT to reconnect with Prior and through him with Chuck
Bazerman and other former xlchc/xmca colleagues.

I found the PDF draft of the Prior book which I did not know about. So much
for the fragmentation of discourse. And it comes just as the class where we
were reading Remediation ends.

Here is the url for any interested. Seems important threads to re-weave
given that the list of people cited overlaps so much with XMCA interests.
I also recomend Paul Prior website

Here is the URL regarding multimodality vs semiotic remediation.

http://www.cws.illinois.edu/IPRHDigitalLiteracies/PriorHengst_SemRem_Pen09.pdf

mike

On Thu, Oct 27, 2011 at 10:59 AM, MJ Reed <Malcolm.Reed@bristol.ac.uk>wrote:

> Paul Prior's stuff on re/media/tion is the best sustained and merciless
> dismantling of Kress and multimodality I know. Heard Paul in Rome and it
> was joy. Multimodality almost always leaves people out of the equation (I
> think).
> best
> Malcolm
> On Thu, October 27, 2011 6:41 pm, mike cole wrote:
> > Very timely, thanks Tony. multi-modality goes viral.
> > mike
> >
> > On Thu, Oct 27, 2011 at 10:03 AM, Tony Whitson <twhitson@udel.edu>
> wrote:
> >
> >> See the first article in the table of contents below
> >>
> >> Tony Whitson
> >> UD School of Education
> >> NEWARK  DE  19716
> >>
> >> twhitson@udel.edu
> >> ______________________________**_
> >>
> >> "those who fail to reread
> >>  are obliged to read the same story everywhere"
> >>                  -- Roland Barthes, S/Z (1970)
> >>
> >> ---------- Forwarded message ----------
> >> Date: Thu, 27 Oct 2011 09:40:59 -0700
> >> From: Amy Stornaiuolo <amystorn@BERKELEY.EDU>
> >> Reply-To: "(AERA Division B: Curriculum Studies Forum)"
> >>    <AERA-B@LISTSERV.AERA.NET>
> >> To: AERA-B@LISTSERV.AERA.NET
> >> Subject: Berkeley Review of Education, vol 2, issue 2 just released!
> >>
> >> AERA-B: Curriculum Studies Forum
> >>
> >> Please check out the newest issue of UC Berkeley's Education journal,
> >> the
> >> Berkeley Review of Education (BRE):
> >> http://www.**berkeleyreviewofeducation.com/**journal-issues.html<
> http://www.berkeleyreviewofeducation.com/journal-issues.html>
> >>
> >> We are currently accepting manuscripts for future issues:
> >> http://www.**berkeleyreviewofeducation.com/**call-for-papers.html<
> http://www.berkeleyreviewofeducation.com/call-for-papers.html>
> >>
> >> *Table of contents:*
> >>
> >> Artifactual Critical Literacy: A New Perspective for Literacy
> >> Education<http://escholarship.**org/uc/item/6s0491j5<
> http://escholarship.org/uc/item/6s0491j5>
> >> >
> >> *Kate H*. *Pahl**, Jennifer* *Rowsell*
> >>
> >> In this article, we propose a framework for literacy education, called
> >> artifactual critical
> >> literacy, which unites a material cultural studies approach together
> >> with
> >> critical literacy
> >> education. Critical literacy is a field that addresses imbalances of
> >> power
> >> and, in particular,
> >> pays attention to the voices of those who are less frequently heard.
> >> When
> >> critical literacy
> >> education is joined with a material cultural studies approach, which
> >> holds
> >> that cultural
> >>  stuff  (Miller, 2010) matters as a form of expression and also as
> >> embedded
> >> cultural practice,
> >> literacy practices such as hip hop and vernacular literacies are then
> >> given
> >> more attention
> >> alongside canonical texts. Stories connected to objects and home
> >> experience
> >> can provide a
> >> platform and starting point for text-making. Text-making can also be set
> >> within a framework
> >> that is multimodal and allows for a much wider concept of meaning
> >> making.
> >> In
> >> this article we
> >> combine practical examples with a new theoretical framework that brings
> >> these traditions
> >> together.
> >>
> >> Is Choice a Panacea? An Analysis of Black Secondary Student Attrition
> >> from
> >> KIPP, Other Private Charters, and Urban
> >> Districts<http://escholarship.**org/uc/item/0vs9d4fr<
> http://escholarship.org/uc/item/0vs9d4fr>
> >> >
> >> *Julian **Vasquez Heilig**, Amy* *Williams, **Linda McSpadde*n *McNeil*,
> >> *Christopher* *Lee*
> >>
> >> Public concern about pervasive inequalities in traditional public
> >> schools,
> >> combined with
> >> growing political, parental, and corporate support, has created the
> >> expectation that charter
> >> schools are the solution for educating minorities, particularly Black
> >> youth.
> >> There is a paucity of
> >> research on the educational attainment of Black youth in privately
> >> operated
> >> charters, particularly
> >> on the issue of attrition. This paper finds that on average peer urban
> >> districts in Texas show lower
> >> incidence of Black student dropouts and leavers relative to charters.
> >> The
> >> data also show that
> >> despite the claims that 88-90% of the children attending KIPP charters
> >> go
> >> on
> >> to college, their
> >> attrition rate for Black secondary students surpasses that of their peer
> >> urban districts. And this is
> >> in spite of KIPP spending 30 60% more per pupil than comparable urban
> >> districts. The analyses
> >> also show that the vast majority of privately operated charter districts
> >> in
> >> Texas serve very few
> >> Black students.
> >>
> >> The  West  in Literacy
> >> <http://escholarship.org/uc/**item/0cr8c46r<
> http://escholarship.org/uc/item/0cr8c46r>
> >> >
> >> *Usree* *Bhattacharya*
> >>
> >> This paper analyzes a construct that, while pervasive, is not often
> >> questioned or defined in
> >> literacy studies: the  West.  Through a review of pertinent literature,
> >> I
> >> explore the ways in which
> >> problematical assumptions have undergirded its unqualified use in
> >> literacy
> >> theory. What is the
> >>  West,  who is it, in literacy research? I argue against the assumption
> >> of
> >>  unmarkedness  of the
> >>  West  and some derived terms along three axes: by bringing attention to
> >> the
> >> geographicalspatial
> >> dimension of the construct, through the problematization of the
> >> alphabet,
> >> and by highlighting the
> >> colonial inheritance of the construct. My analysis explores some
> >> fundamental
> >> biases in the notion
> >> of "West," and invites its reassessment to arrive at a more particular
> >> and
> >> critically rigorous stance
> >> in literacy scholarship.
> >>
> >>
> >>
> >>
> >> --
> >> Amy Stornaiuolo
> >> UC Berkeley, Graduate School of Education
> >> Editor,* Berkeley Review of Education*
> >> www.berkeleyreviewofeducation.**com<
> http://www.berkeleyreviewofeducation.com>
> >> http://escholarship.org/uc/**ucbgse_bre<
> http://escholarship.org/uc/ucbgse_bre>
> >> amystorn@berkeley.edu
> >>
> >> AERA Division B: Curriculum Studies Forum
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