Investigating literacy narratives among ethno-linguistically diverse South African students
This article reports on a study of pre-service teachers’ literacy narratives in a South African institution of higher learning. Literacy self-narratives of 57 students were collected and analysed for categories and themes under narrator and sponsor identities through the use of AtlasTi software. The...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Carstens, Adelia [verfasserIn] |
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| Format: |
E-Artikel |
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| Erschienen: |
De Gruyter ; 2015 |
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| Schlagwörter: |
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| Umfang: |
22 |
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| Reproduktion: |
Walter de Gruyter Online Zeitschriften |
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| Übergeordnetes Werk: |
Enthalten in: International journal of the sociology of language - Berlin [u.a.] : Mouton de Gruyter, 1974, 2015(2015), 234 vom: 2. Juni, Seite 93-114 |
| Übergeordnetes Werk: |
volume:2015 ; year:2015 ; number:234 ; day:2 ; month:06 ; pages:93-114 ; extent:22 |
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| DOI / URN: |
10.1515/ijsl-2015-0006 |
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NLEJ248029606 |
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| 520 | |a This article reports on a study of pre-service teachers’ literacy narratives in a South African institution of higher learning. Literacy self-narratives of 57 students were collected and analysed for categories and themes under narrator and sponsor identities through the use of AtlasTi software. The results of the study show the role of historical, cultural and political contexts in shaping literacy identities of student teachers. The results also show huge disparities of literacy experiences among different racial and gender groupings, which highlight social and educational opportunities. Using New literacies and Multiliteracies frameworks, I consider how these literacy challenges may be transformed to facilitate a just and equitable society. Particular implications of the students’ constructions of literacy identities are considered at the end of the article. | ||
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10.1515/ijsl-2015-0006 doi articles2015-2020.pp (DE-627)NLEJ248029606 DE-627 ger DE-627 rakwb Carstens, Adelia verfasserin aut Investigating literacy narratives among ethno-linguistically diverse South African students De Gruyter 2015 22 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article reports on a study of pre-service teachers’ literacy narratives in a South African institution of higher learning. Literacy self-narratives of 57 students were collected and analysed for categories and themes under narrator and sponsor identities through the use of AtlasTi software. The results of the study show the role of historical, cultural and political contexts in shaping literacy identities of student teachers. The results also show huge disparities of literacy experiences among different racial and gender groupings, which highlight social and educational opportunities. Using New literacies and Multiliteracies frameworks, I consider how these literacy challenges may be transformed to facilitate a just and equitable society. Particular implications of the students’ constructions of literacy identities are considered at the end of the article. Walter de Gruyter Online Zeitschriften academic literacies literacy self-narrative literacy narrative pedagogy multilingualism New Literacies South Africa Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2015(2015), 234 vom: 2. Juni, Seite 93-114 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2015 year:2015 number:234 day:2 month:06 pages:93-114 extent:22 https://doi.org/10.1515/ijsl-2015-0006 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2015 2015 234 2 6 93-114 22 |
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10.1515/ijsl-2015-0006 doi articles2015-2020.pp (DE-627)NLEJ248029606 DE-627 ger DE-627 rakwb Carstens, Adelia verfasserin aut Investigating literacy narratives among ethno-linguistically diverse South African students De Gruyter 2015 22 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article reports on a study of pre-service teachers’ literacy narratives in a South African institution of higher learning. Literacy self-narratives of 57 students were collected and analysed for categories and themes under narrator and sponsor identities through the use of AtlasTi software. The results of the study show the role of historical, cultural and political contexts in shaping literacy identities of student teachers. The results also show huge disparities of literacy experiences among different racial and gender groupings, which highlight social and educational opportunities. Using New literacies and Multiliteracies frameworks, I consider how these literacy challenges may be transformed to facilitate a just and equitable society. Particular implications of the students’ constructions of literacy identities are considered at the end of the article. Walter de Gruyter Online Zeitschriften academic literacies literacy self-narrative literacy narrative pedagogy multilingualism New Literacies South Africa Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2015(2015), 234 vom: 2. Juni, Seite 93-114 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2015 year:2015 number:234 day:2 month:06 pages:93-114 extent:22 https://doi.org/10.1515/ijsl-2015-0006 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2015 2015 234 2 6 93-114 22 |
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10.1515/ijsl-2015-0006 doi articles2015-2020.pp (DE-627)NLEJ248029606 DE-627 ger DE-627 rakwb Carstens, Adelia verfasserin aut Investigating literacy narratives among ethno-linguistically diverse South African students De Gruyter 2015 22 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article reports on a study of pre-service teachers’ literacy narratives in a South African institution of higher learning. Literacy self-narratives of 57 students were collected and analysed for categories and themes under narrator and sponsor identities through the use of AtlasTi software. The results of the study show the role of historical, cultural and political contexts in shaping literacy identities of student teachers. The results also show huge disparities of literacy experiences among different racial and gender groupings, which highlight social and educational opportunities. Using New literacies and Multiliteracies frameworks, I consider how these literacy challenges may be transformed to facilitate a just and equitable society. Particular implications of the students’ constructions of literacy identities are considered at the end of the article. Walter de Gruyter Online Zeitschriften academic literacies literacy self-narrative literacy narrative pedagogy multilingualism New Literacies South Africa Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2015(2015), 234 vom: 2. Juni, Seite 93-114 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2015 year:2015 number:234 day:2 month:06 pages:93-114 extent:22 https://doi.org/10.1515/ijsl-2015-0006 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2015 2015 234 2 6 93-114 22 |
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10.1515/ijsl-2015-0006 doi articles2015-2020.pp (DE-627)NLEJ248029606 DE-627 ger DE-627 rakwb Carstens, Adelia verfasserin aut Investigating literacy narratives among ethno-linguistically diverse South African students De Gruyter 2015 22 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This article reports on a study of pre-service teachers’ literacy narratives in a South African institution of higher learning. Literacy self-narratives of 57 students were collected and analysed for categories and themes under narrator and sponsor identities through the use of AtlasTi software. The results of the study show the role of historical, cultural and political contexts in shaping literacy identities of student teachers. The results also show huge disparities of literacy experiences among different racial and gender groupings, which highlight social and educational opportunities. Using New literacies and Multiliteracies frameworks, I consider how these literacy challenges may be transformed to facilitate a just and equitable society. Particular implications of the students’ constructions of literacy identities are considered at the end of the article. Walter de Gruyter Online Zeitschriften academic literacies literacy self-narrative literacy narrative pedagogy multilingualism New Literacies South Africa Enthalten in International journal of the sociology of language Berlin [u.a.] : Mouton de Gruyter, 1974 2015(2015), 234 vom: 2. Juni, Seite 93-114 (DE-627)NLEJ248235818 (DE-600)2033172-1 1613-3668 nnns volume:2015 year:2015 number:234 day:2 month:06 pages:93-114 extent:22 https://doi.org/10.1515/ijsl-2015-0006 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 2015 2015 234 2 6 93-114 22 |
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This article reports on a study of pre-service teachers’ literacy narratives in a South African institution of higher learning. Literacy self-narratives of 57 students were collected and analysed for categories and themes under narrator and sponsor identities through the use of AtlasTi software. The results of the study show the role of historical, cultural and political contexts in shaping literacy identities of student teachers. The results also show huge disparities of literacy experiences among different racial and gender groupings, which highlight social and educational opportunities. Using New literacies and Multiliteracies frameworks, I consider how these literacy challenges may be transformed to facilitate a just and equitable society. Particular implications of the students’ constructions of literacy identities are considered at the end of the article. |
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This article reports on a study of pre-service teachers’ literacy narratives in a South African institution of higher learning. Literacy self-narratives of 57 students were collected and analysed for categories and themes under narrator and sponsor identities through the use of AtlasTi software. The results of the study show the role of historical, cultural and political contexts in shaping literacy identities of student teachers. The results also show huge disparities of literacy experiences among different racial and gender groupings, which highlight social and educational opportunities. Using New literacies and Multiliteracies frameworks, I consider how these literacy challenges may be transformed to facilitate a just and equitable society. Particular implications of the students’ constructions of literacy identities are considered at the end of the article. |
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This article reports on a study of pre-service teachers’ literacy narratives in a South African institution of higher learning. Literacy self-narratives of 57 students were collected and analysed for categories and themes under narrator and sponsor identities through the use of AtlasTi software. The results of the study show the role of historical, cultural and political contexts in shaping literacy identities of student teachers. The results also show huge disparities of literacy experiences among different racial and gender groupings, which highlight social and educational opportunities. Using New literacies and Multiliteracies frameworks, I consider how these literacy challenges may be transformed to facilitate a just and equitable society. Particular implications of the students’ constructions of literacy identities are considered at the end of the article. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ248029606</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220820035359.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">220814s2015 xx |||||o 00| ||und c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/ijsl-2015-0006</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">articles2015-2020.pp</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ248029606</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Carstens, Adelia</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Investigating literacy narratives among ethno-linguistically diverse South African students</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="b">De Gruyter</subfield><subfield code="c">2015</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">22</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This article reports on a study of pre-service teachers’ literacy narratives in a South African institution of higher learning. Literacy self-narratives of 57 students were collected and analysed for categories and themes under narrator and sponsor identities through the use of AtlasTi software. The results of the study show the role of historical, cultural and political contexts in shaping literacy identities of student teachers. The results also show huge disparities of literacy experiences among different racial and gender groupings, which highlight social and educational opportunities. Using New literacies and Multiliteracies frameworks, I consider how these literacy challenges may be transformed to facilitate a just and equitable society. Particular implications of the students’ constructions of literacy identities are considered at the end of the article.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="f">Walter de Gruyter Online Zeitschriften</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">academic literacies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">literacy self-narrative</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">literacy narrative pedagogy</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">multilingualism</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">New Literacies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">South Africa</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">International journal of the sociology of language</subfield><subfield code="d">Berlin [u.a.] : Mouton de Gruyter, 1974</subfield><subfield code="g">2015(2015), 234 vom: 2. Juni, Seite 93-114</subfield><subfield code="w">(DE-627)NLEJ248235818</subfield><subfield code="w">(DE-600)2033172-1</subfield><subfield code="x">1613-3668</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:2015</subfield><subfield code="g">year:2015</subfield><subfield code="g">number:234</subfield><subfield code="g">day:2</subfield><subfield code="g">month:06</subfield><subfield code="g">pages:93-114</subfield><subfield code="g">extent:22</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1515/ijsl-2015-0006</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-DGR</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">2015</subfield><subfield code="j">2015</subfield><subfield code="e">234</subfield><subfield code="b">2</subfield><subfield code="c">6</subfield><subfield code="h">93-114</subfield><subfield code="g">22</subfield></datafield></record></collection>
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