Using Multicultural Literature as a Tool for Multicultural Education in Teacher Education Juli-Anna Aerila
Local and global acts of reading multicultural fiction
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- Easy reading Literary instruction and literary development in relation to easy reading books for young adults in Sweden Christina Olin-Scheller
- Swedish – a subject with the times Literacy and digitalisation in teaching materials after the 2011 Swedish school reform Anne Palmér
- Experiencing and reading virtual spaces through Amor and Eros Annbritt Palo
- Sweet sixteen’: role models, initiation and the Self Annbritt Palo
- Empathic response style in peer group’s troubles-talk Seongseog Park
- The Multiple Faces and Voices of the Heterogeneous Writing Classroom in the U.S. Denise S. Patmon
Local and global acts of reading multicultural fiction Outi K. Oja & Eeva Kaarina Ahonen & Pirjo Helena Vaittinen Abstract: Think globally, act locally is a slogan of the Nordic Countries of Scandinavia, including Iceland and Finland. The concept of ‘multicultural’ is used covering both ‘the ethnic’ and the cultural and language issues in the world of the fiction, and in the production and reception of the books. The multitude of intersecting ethnic, cultural, political and gendered identities is a phenomenon of today. And the concept used, is ‘the cultural diversity’. The minorities in Sweden and Finland, however, have their historical roots from the 16th century on, and the relations can be seen through the theories of Postcolonialism, the uses of power and knowledge. The attitudes and atmospheres, and relating frames for the interpretations of literature, change slowly. It is important to explore how ‘ethnic’ identities are constructed and reconstructed, internally and externally. A selection of multicultural books was listed for 9th-graders in a school-class in Tampere, Finland, and one Finnish school-class in Stockholm, Sweden. During the discussions in a mutual virtual learning environment via the Internet, the participants made a presentation of their choice, an analysis of the novel, and of their literary reading process. Later on, they wrote about how important it would be in the future to have contacts with young people in other countries via the Internet in the school environment. The statements are explored in this paper in the frame of the fiction reading process as negotiations for meaning, especially with the contribution given by peer readers in the other country. The focus is on the documentation and discussion of the sensitivity to the cultural and language problems of the fictitious persons in the frame of text comprehension and interpretation. The difference of the situations of pupils is mirroring in their readings, and in the conversation. Better tools for learners and instructors may be found in the strategies of negotiations, uses of background material, and the stories of the young participants, too, to advance towards treasuring up the global and local cultural and linguistic diversity. Keywords: literary reading; multicultural literature; cultural diversity; integration in instruction References: Bennett, Milton J, Towards ethnorelativism: A developmental model of intercultural sensitivity (revised). In R. M. Paige (Ed.), Education for the Intercultural Experience. Yarmouth, Me: Intercultural Press 1993. Dressel, Janice Hartwick, Personal response and social responsibility: Responses of middle school students to multicultural literature. The Reading Teacher, vol 58, no.8, May 2005, 750–764. Dressel, Janice Hartwick, Teaching and Learning About Multicultural Literature. Students Reading Outside Their Culture in a Middle School Classroom. Newark, Delaware: International Reading Association 2003. Glazier, Jocelyn and Seo, Jung-A, Multicultural literature and discussion as mirror and window? Journal of Adolescent & Adult LiteracyVolume 48, Issue 8, 2003. Article first published online: 9 NOV 2011 http://onlinelibrary.wiley.com/doi/10.1598/JAAL.48.8.6/pdf Gröndahl, Satu, Inledning. Från ”mångkulturell” till ”mångspråkig” litteratur? In Gröndahl, Satu (ed.), Litteraturens gränsland. Invandrar- och moniritetslitteratur i nordisk perspective. Uppsala Universitet. Centrum för multietnisk forskning 2002, 11–34. Poyas, Yael, Exploring the Horizons of the Literature Classroom – Reader Response, Reception Theories and Classroom Discourse. L1-Educational Studies in Language and Literature 2004, Volume 4, Issue 1, pp 63-84. Rantonen, Eila, Maahanmuuttajat ja kirjallisuus Suomessa ja Ruotsissa (Immigrants and literature n Finland and in Sweden). In Rantonen, Eila (ed.), Vähemmistöt ja monikulttuurisuus kirjallisuudessa (Minorities and multiculturalism in literature), Tampere: Tampere University Press 2011, 163–191). Rantonen, Eila and Savolainen, Matti, Postcolonial end ethnic studies in the context of Nordic minority literatures. In Gröndahl, Satu (ed.), Litteraturens gränsland. Invandrar- och moniritetslitteratur i nordisk perspective. Uppsala Universitet. Centrum för multietnisk forskning 2002, 71–94. Easy reading? Literary instruction and literary development in relation to easy reading books for young adults in Sweden Christina Olin-Scheller Abstract: Today many people are worried about the reading abilities among young people and the position of literature is sometimes said to be threatened. In Sweden one solution more often advocated, is to offer children and teenagers that are considered demotivated and poor readers so called easy reading books. The market for this kind of books is increasing rapidly and the books are today widely spread in libraries and ordinary schools all over the country. Established authors of easy readers make numerous visits to schools, presenting and implementing ideas of reading and fiction to students, teachers and school librarians. Also these easy reading books are often followed by material with questions and task aimed at guiding the reading in and out of the classroom. In our presentation we problematize the question of literary instruction and literary development in relation to the genre of easy readers. We discuss results from an ongoing study where 15 established authors of new written easy reading books have been interviewed and text analyses of books typical of the genre – and the questions that goes with that book - have been conducted. By taking Eco’s perspective of the model reader, we argue that the books have a very stereotypical view, especially when it comes to intersectional perspectives of the target group’s abilities and wish for interpretive and aesthetic readings. By using examples of books representing the genre, we give examples of model readers that show that it is obvious that the narratives are based on the idea of sameness and identification as well as a static and undifferentiated notion of the present reader’s childhood. This result corresponds well with result from the study about the authors’ intentions with their books as well as their views of the target reader. In a critical discussion about this increasing genre we ask what the implication easy reading books for young people might have for young people’s literary development as well as for didactic implications on literary instruction at school. Swedish – a subject with the times? Literacy and digitalisation in teaching materials after the 2011 Swedish school reform Anne Palmér Abstract: Swedish – a subject with the times? Literacy and digitalisation in teaching materials after the 2011 Swedish school reform In 2011 a national curriculum reform was implemented in Sweden. The reform can be seen as part of a broader pedagogical shift in which the focus of education has moved from values to knowledge. In the teaching of Swedish as a subject, there is an emphasis on concepts, metalanguage and analysis and a somewhat clearer monitoring of content than before. The digital transformation of the society is also manifested in teaching materials. In the teaching materials market both traditional textbooks with digital teaching resources and teaching materials that are solely web-based are available. The multimodality in digitised teaching materials leads to new possibilities in the interactivity with the subject content. The research group has conducted a small pilot study of more than 50 teachers of Swedish in a number of upper secondary school. The study shows that 86 per cent of the teachers use teaching materials produced by publishers and 21 per cent use the online resources in the teaching materials. In this project in progress the aim is to study teaching materials produced by publishers in the teaching of Swedish as a subject in upper secondary school subsequent to the national curriculum reform. The general question is how this modified task of conveying knowledge is realised through teaching materials, both analogue and digital. What constructions of literacies and the subject of Swedish can be discerned? What is the relation between analogue and digital teaching materials? Linked to curriculum theory (Apple 2012, Englund 1986, 2007) as well as socio-cultural theory focused on literacy research (Barton 2006, Kress 2003), the project is cross-disciplinary and takes a comprehensive approach to teaching materials based on the science of education, literary studies, linguistics and information technology. The methodological approach is different kinds of discourse analysis, e.g. Ivanič 2004, (Bergström & Boréus 2012). Four sub-studies will each use different kinds of discourse analytical notions which include analyses of different semiotic expressions (printed and digital text, spoken language, sound, still pictures and moving pictures). In all sub-studies the relation between analogue and digital representations is taken into consideration. One aim with the presentation is to get input on the methodological design of the project. References: Apple, Michael, 2012: Knowledge, power and education: The selected works of Michael W. Apple. New York: Routledge. Barton, David, 2006: Significance of a social practice view of language, literacy and numeracy. In: Adult literacy, numeracy and language: Policy, practice and research, ed. Lynn Tett, Mary Hamilton & Yvonne Hillier. Maidenhead: Open University Press. Pp. 21–30. Bergström, Göran & Boréus, Kristina, 2012: Diskursanalys. In: Textens mening och makt. Metodbok i samhällsvetenskaplig text- och diskursanalys, ed. Göran Bergström & Kristina Boréus. Lund: Studentlitteratur. Pp.. 353–415. Englund, Tomas, 1986: Curriculum as a political problem: Changing educational conceptions, with special reference to citizenship education. Diss. Uppsala: Uppsala University. Englund, Tomas, 2007: Om relevansen av begreppet didaktik. Acta Didactica Norge. Vol. 1 no 1. Ivanič, Roz, 2004: Discourses of writing and learning to write. Language and Education 18:3. Pp. 220–245. Kress, Gunther, 2003: Literacy in the new media age. London: Routledge. Keywords: Curriculum, Literacy, Teaching materials, Swedish as a school subject Experiencing and reading virtual spaces through Amor and Eros Annbritt Palo Abstract: In today’s digitalized world, text is no longer bound to a book, nor social activities to the actual world. This context, where virtual and real spaces are blurred, transforms reading and writing activities, as well as views on personal relationships (Buckingham Shum & Ferguson, 2012:8: Murray 2011; Turkle, 2005; 2011). Literary narration is perceived as more closer to fiction and distant from reality, since readers are more passive in the part-taking of the story. However, in digital environments, especially those distributed in three dimensions, readers merges with the author since participants have to invent and live the story at the same time. Thus, the created narrative becomes real and the participant’s feeling of risking oneself is augmented. Since multimodal features of the virtual environments activate several senses creating an immersive experience, the present study perceive virtual spaces as an important complement to reading and writing, with the potential to enhance motivation and learning about narrative features. The curricula for compulsory and secondary school in Sweden state that reading and writing in different media are part of the subject of Swedish (Skolverket, 2011a, 2011b). Both activities are linked to the development of identity, knowledge and understanding of the surrounding world. Reading and writing embrace cognitive and emotional development and offer tools to interpret and critically analyse different types of genres and content. This study focuses the theme of love and erotic love, related to avatars in social games like Second Life and World of Warcraft (See Lindberg 2013), asking questions about plot, environment, characters and other narrative features that literary and virtual experiences have in common. The in-world observations and analysis are carried out with netnographic methodology (Kozinets 2010), focusing on environment, interaction, activities and communication at different levels, as well as on identities appearing in the observed material. The results consist of a critical study of the theme in virtual communicative contexts and provide tools for teachers to make use of virtual environments in order to help pupils achieve the curricular objectives. The latter part is further problematizing and deepening results of previous studies (Manderstedt & Palo 2009; Palo & Manderstedt, 2011). Keywords: Narrative features, Identity, L1-language Teaching, Teaching literature, Virtual worlds, Learning References Buckingham, D, Shum, S., & Ferguson, R. (2012). Social Learning Analytics. Educational Technology & Society, 15 (3), 3–26. Kozinets, R.V. (2010). Netnography: doing ethnographic research online. Los Angeles, Calif.: SAGE. Lindberg, Y. (2013). De la Belle époque à Second life. Paris : Éditions Publibook. Manderstedt, L & Palo, A. (2009). Världar att besöka eller bebo: Fan-gemenskaper som litterära mötesplatser. Tidskrift för litteraturvetenskap, Vol. 39. Nr 3-4, 39-50. Murray, J. H. (2011). Inventing the Medium: Principles of Interaction Design as a Cultural Practice. MIT Press. Palo, A. & Manderstedt, L. (2011). Negotiating norms of gender and sexuality online. Interdisciplinary approaches to Twilight : studies in fiction, media and a contemporary cultural experience. (S. 143-158). Skolverket (2011a). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. www.skolverket.se Skolverket (2011b). Läroplan och ämnesplaner för gymnasieutbildning. www. skolverket.se Turkle, S. (2005). The second self: computers & the human spirit. 20th anniversary ed., 1st MIT Press ed. Cambridge, Mass.: MIT Press. Turkle, S. (2011). Alone together: why we expect more from technology & less from each other. New York: Basic Books. ‛Sweet sixteen’: role models, initiation and the Self Annbritt Palo Abstract: The presentation is part of an interdisciplinary project examining and describing how teenagers make use of spaces in the 21st century. This study focus on the construction of role models in literature for young adults and in virtual communities. Several contemporary novels put on center stage a young female’s way to adulthood. These novels are also examples of media convergence, with the same content narrated in different media platforms, like fan forums and films (Jenkins 2006a; 2006b). As previously observed, interacting readers negotiate and renegotiate concepts of selves through reading and writing practices, like posts in fan forums and blogs (Manderstedt & Palo, 2009; Palo & Manderstedt, 2011). This study aims to identify and analyze the construction of behaviour and identity formation, represented in literature, and virtual communities devoted to these literary worlds. The specific objective is to contribute with knowledge about young adults’ perception and use of role models affecting their comprehension of self. In Sweden, where the L1 teaching includes multimodal texts and non-Swedish texts (Skolverket, 2011a, 2011b), this knowledge can help L1 teachers and teacher educators design the teaching of literature. The material consists of the first novels from Suzanne Collins’ The Hunger Games series and Veronica Roth’s Divergent series, the filmed versions thereof and data from four fan communities, discussing the literary works or films. The choice of collecting data from both contemporary popular literature/texts and fan communities draws on Swedish perspectives on literary studies and reading (Olin-Scheller & Wikström, 2010; Persson, 2012; Lindgren Leavenworth & Isaksson, 2013). Textual and visual analysis methods are applied on the material as well as an intersectional approach (de los Reyes & Mulinari, 2014). Concept of gender performance and the gaze are used analytically (Butler, (2006[1999]); de Lauretis, 2007), as well as theory on social semiotic (Kress, 2010; Kress & Selander, 2012). Findings suggest that in these novels and their converged media, the choices made by the female protagonist during her transition into adulthood marks the beginning of a personal development for the fictive character, but also of a change of the fictive universe. Keywords: Female protagonists, Adulthood, Media convergence, Fan communities, Literary meeting places References: Butler, J. (2006[1999]). Gender trouble: feminism & the subversion of identity. New York: Routledge. Collins, S. (2009). The hunger games. New York: Scholastic. De Lauretis, T. & White, P. (2007). Figures of Resistance: Essays in Feminist Theory. University of Illinois Press. De los Reyes, P. & Mulinari, D. (2005). Intersektionalitet: kritiska reflektioner över (o)jämlikhetens landskap. (1. ed.) Malmö: Liber. Jenkins, H. (2006a). Convergence culture. Where old & new media collide. New York: New York University Press. Jenkins, H. (2006b). Fans, bloggers & gamers: exploring participatory culture. New York: New York University Press. Kress, G. & Selander, S. (2012). Multimodal Design, Learning & Cultures of Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. London: Routledge. Lindgren Leavenworth, M. & Isaksson, M. (2013). Fanged fan fiction: variations on Twilight, True blood and The vampire diaries. Jefferson, North Carolina: McFarland & Company. Manderstedt, L & Palo, A. (2009). Världar att besöka eller bebo: Fan-gemenskaper som litterära mötesplatser. Tidskrift för litteraturvetenskap, Vol. 39. Nr 3-4, 39-50. Olin-Scheller, C. & Wikström, P. (2010). Författande fans. Lund: Studentlitteratur. Palo, A. & Manderstedt, L. (2011). Negotiating norms of gender & sexuality online Interdisciplinary Approaches to Twilight: Studies in Fiction, Media & a Contemporary Cultural Experience. Larsson, M. & Steiner, A. (eds.). Lund: Nordic Academic Press, ch. 8, 143-158. Persson, M. (2012). Den goda boken: samtida föreställningar om litteratur och läsning. (1. uppl.) Lund: Studentlitteratur. Roth, V. (2014). Divergent. ([New ed.]). London: Harper Collins. Skolverket (2011a). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. www.skolverket.se Skolverket (2011b). Läroplan och ämnesplaner för gymnasieutbildning. www. skolverket.se Empathic response style in peer group’s troubles-talk Seongseog Park Abstract: This study aims to design educational contents for empathic conversation in secondary education. The term 'Empathy' was introduced in 19th century in Aesthetics, and now it serves as a universal concept to explain human behaviors. Especially, the fact that the empathic ability promotes pro-social behaviors is well known. Therefore, national curriculums in many countries including Korea contain the empathic ability as a core competency. Much research has been conducted on empathic appreciation of literature in educational area, but empathic “communication” has not been mainly considered. It is partly attributed to the fact that ‘empathy’ had been considered as a cognitive or affective phenomenon, not a communicative one. However, Barrett-Lennard(1981) defined ‘empathy’ as a complex phenomenon including cognitive, affective and communicative processes and proposed the Cyclical-Empathy-Model(CEM) to explain counselors' empathy. Further, he developed Relationship Inventory(BLRI) to measure the counselors' empathic ability. In my previous (qualitative) research on empathic communication, I found that sharing the Empathic communication has been considered as an important part of L1 Korean education for the last 15 years, but its concept and definition are still confused among the researchers. They sometimes subjectively or arbitarily define empathic communication as a synonym of moral or interpersonal communication. To prevent excessive generalization and make some meaningful results, this article defines ‘empathic communication’ as higher empathic people’s communication style. People often feel difficulties when they have to respond to conversation counterparts who say their problems in troubles-talk, because they are uncertain about whether the counterparts need advices, emotional supports or both of two. This article examined 102 undergraduate students’ response style in a hypothetical situation of troubles-talk, and analyzed their utterances with the independent variable of empathy scale, using binary logistic regression. And I found that there are two distinctive styles that participants with higher empathy use more often; one is ‘Don’t worry‘ which is included as an emotional support, and the other is that ’I think you are right’ which is included as an advice. Based on the result, this article claims that the following two points should be considered in educational research and education itself. One is that it should be avoided to suggest some contents for education of empathic communication, which are chosen just by researchers’ intuition. not by empirical findings. The other is that education for empathic communication needs reflection to enhance not only empathic communication skills, but also student’s inherent empathy. Keywords: Empathic communication, L1 Korean Listening & Speaking education, Everyday conversation, Trobles Talk, Logistic Regression Analysis. Reference Barrett-Lennard, G. T.(1962), Dimensions of therapist response as causal factors in therapeutic change, Psychological Monographs: General and Applied, 76(43), 1. Barrett-Lennard, G. T.(1981), The empathy cycle: Refinement of a nuclear concept, Journal of counseling psychology 28(2), 91. Basow, S. A., & Rubenfeld, K.(2003), “Troubles talk”: Effects of gender and gender-typing. Sex roles 48(3/4), 183-187. Brown, P., & Levinson, S. C.(1987), Politeness: Some universals in language usage. Vol. 4., UK: Cambridge University Press. Davis, M. H.(1980), A multidimensional approach to individual differences in empathy, JSAS Catalog of Selected Documents in Psychology, 10, 85. Feng, B., & Lee, K. J.(2010), The influence of thinking styles on responses to supportive messages, Communication Studies, 61(2), 224-238. Feshbach, N. D.(1975), Empathy in children: Some theoretical and empirical considerations, The Counseling Psychologist. 5(2), 25-30. Goldsmith, D. J.(1999), Content-based resources for giving face sensitive advice in troubles talk episodes, Research on Language and Social Interaction 32(4), 303-336. Jefferson, G.(1988), On the sequential organization of troubles-talk in ordinary conversation, Social problems 35(4), 418-441. Mehrabian, A. & Epstein, M.(1972), A measure of emotional empathy1, Journal of personality, 40(4), 525-543. Michaud, S. L., & Rebecca M. W.(1997), Gender differences in self-reported response to troubles talk., Sex roles 37(7/8), 527-540. The Multiple Faces and Voices of the Heterogeneous Writing Classroom in the U.S. Denise S. Patmon Abstract: The purpose of this session is to engage the audience in the examination of a yearlong inquiry based research project sponsored by the Calderwood Writing Initiative. Dr. Patmon is the Principal Investigator for this project and will present her research born out of the literature of Endo Shusaku, late Japanese author, linked to writing and teacher inquiry research. In her program, educators from public and private schools in the Greater Boston area study their own practice in teaching language and literacy through creating their own inquiry studies in order to develop solutions to the challenges that matter most in classrooms and schools (Patmon, 2011). Dr. Patmon will be joined by up to 3 other American educators who will provide a descriptive analysis of their school-based inquiry study and share initial findings. Relationships are at the core of effective teaching and learning. Examining those relationships through the lens of diverse perspectives as outlined through the use of Face Theory provides teachers with opportunities for professional development in a collaborative intellectual community (Cochran-Smith & Lytle, 2009; Samaras, 2011). Classroom based protocol for teachers developed in the U.S. based on Japanese literary theory reflects the worldwide scope of education in today's times. The adaptation of Face Theory locates professional development for teachers in Japanese literary tradition - a shift in thinking. Keywords: teacher-based inquiry, diversity, teaching writing References: Cochran-Smith, M. & S. Lytle. 2009. Inquiry as Stance: Practitioner Research for the Next Generation. NY: Teachers College Press. Patmon, D. 2011 “Pedagogy for the Professoriate: The Personal Meets the Political” IN Dallalfar, Kingston-Mann, & Sieber. Transforming Classroom Culture: Inclusive Pedagogical Practices. NY: Palgrave Macmillan Samaras, A. 2011. Self-Study Teacher Research: Improving Your Practice Through Collaborative Inquiry. Thousand Oaks, CA: SAGE Publications Directory: files -> aidinkielenopetustieteenseurary.kotisivukone.com files -> Integer programming and game theory files -> 4 Integer Programming files -> Bpa vehicle Window Repair Scenario #1 task: Procure vehicle window relacement. Objective files -> Pop Warner History files -> North Carolina Inclusion Initiative Mapping Where Children with ieps are Being Served Purpose files -> Fall 2013 Spring 2014 Program Data: Standard 1 Exhibit 4d files -> Hanban – asia society confucius classrooms network 2010 request for proposal files -> Northern England’s set-jetting locations aidinkielenopetustieteenseurary.kotisivukone.com -> American Visitors Download 1.19 Mb. Share with your friends:
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