Visualizing intercultural literacy: Engaging critically with diversity and migration in the classroom through an image-based approach

Arizpe, E. , Bagelman, C., Devlin, A. M. , Farrell, M. and McAdam, J. E. (2014) Visualizing intercultural literacy: Engaging critically with diversity and migration in the classroom through an image-based approach. Language and Intercultural Communication, 14(3), pp. 304-321. (doi:10.1080/14708477.2014.903056)

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Publisher's URL: http://dx.doi.org/10.1080/14708477.2014.903056

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.

Para apoyar a la población diversa de niños refugiados, solicitantes de asilo y migrantes en el colegio, son necesarias tanto formas accessibles de lenguage, aprendizaje y prácticas letradas, como también estrategias de comunicación intercultural. El proyecto de investigación, Travesías desde las imágenes hacia las palabras se dirige a este tema al explorar el potencial de textos visuales. Las investigadoras trabajaron en colegios de primaria en Glasgow a partir de marcos pedagógicos que invitaron a compartir narrativas personales y conocimientos culturales. Examinaron y evaluaron estrategias visuales, tanto para la lectura de una selección de textos para niños, como para obtener una mejor percepción de las prácticas de lectura de comunidades diversas. En este artículo, el ‘tema generador’, según Paulo Freire, se usa para examinar cómo los alumnos se acercaron a los textos visuales, compartieron sus respuestas y extendieron su con entendimiento intercultural. Los resultados de este proyecto aportan evidencia para incluir textos y metodologías visuales dentro de pedagogías críticas con el objetivo de desarrollar prácticas letradas interculturales en el aula.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:McAdam, Ms Julie and Devlin, Dr Alison and Farrell, Dr Maureen and Bagelman, Ms Caroline and Arizpe, Dr Evelyn
Authors: Arizpe, E., Bagelman, C., Devlin, A. M., Farrell, M., and McAdam, J. E.
College/School:College of Medical Veterinary and Life Sciences > Institute of Health and Wellbeing > MRC/CSO Unit
College of Social Sciences > School of Education
College of Social Sciences > School of Education > Creativity Culture and Faith
College of Social Sciences > School of Education > Pedagogy Policy and Practice
Journal Name:Language and Intercultural Communication
Journal Abbr.:LAIC
Publisher:Taylor & Francis
ISSN:1470-8477
ISSN (Online):1747-759X

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