In areas of social exclusion, there are greater risks of facing discrimination at school. The teaching-learning processes may contribute toward the perpetuation of this inequality. This research ...analyzes a literacy event that takes place in a low-income school in Southern Spain. The new literacy studies have come to examine how power relationships and affective bonds work in such literacy practices. An ethnographic method was followed to facilitate a deeper understanding of multimodal literacy. Further, a social semiotics multimodal approach was adopted to analyze the meaning-making social process that takes place in the classroom. The participants comprised two teachers and 17 children, whose ages range from 5 to 7 years. Data were collected in the form of reports, audio recordings, video recordings, and photographs over a two-years period. The results obtained have revealed that the children have been taught writing and reading through a dominant orthodox model that fails to consider the community’s and families’ cultural capitals. They also show that the literacy process does not grant any affective quality. Neither is there an authentic dialogic space created between the school and the community. This lack of dialogue generates an inequality in the actual acquisition of comprehensive reading and writing skills at school, with instances of groups exclusion, owing to the anti-hegemonic practices of knowledge acquisition.
Although gender-role stereotypes in children’s literature have been widely explored, the study of the role of mothers and their representation in picturebooks has not received much attention from the ...academic world, especially as far as Spain is concerned. This paper analyses a sample of seven picturebooks published in Spain over the last 7 years -all by awarded authors and widely reviewed in some of the most popular Spanish blogs on Children’s and Youth Literature (CYL)-and focused on the maternal figure. It aims to provide a panoramic view of the representations of the role of the mother as a paradigm of the changes seen in Spanish society, studying the representation of her voice, emotions, and ties to other members of her family through a systemic functional-multimodal discourse analysis applied to picturebooks. The results reveal that, for the first time, the mother’s voice and her right to explore her own feelings are included in her characterisation, and also, that her relationship with the rest of the family includes different aspects—children, society, work, partner, and self-care. In conclusion, the conception of motherhood as proposed to Spanish families through picturebooks seems to be finally changing, evolving from fixed stereotypes and allowing the expression of contradictory feelings related to maternity.
•These posthuman theories can transform the paradigms of educators in early childhood education.•This review covers the posthuman lens of literacy, that not highlighted in previous research.•The ...literacy practices are indivisible and give rise to the configuration of new narratives.
The posthumanist perspective implies a change in the consideration of the non-human and more-than-human in literacy practices from an ethical-onto-epistemological approach. This research is a systematic review that aims to understand how literacy studies with a posthuman lens host literacy practices at a young age from the relational-material language model, in a broad domain where the human, more-than-human and non-human are connected. This is developed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, with a selection of 15 research articles from the WOS and Scopus databases. This review highlights the (re)conceptualisation of children's literacy practices from the understanding of the role of the human, non-human and more-than-human, that materials and discourse and literacy practices are indivisible and give rise to the configuration of new narratives - integrating movement, sound, digital, space, time, improvisation, sensations and affections, etc. - and the challenge to the humanist assumptions of literacy practices.
Taking as a context the reality of migration of Latinos to Europe and its repercussions in the educational field, a pedagogical practice carried out in the Master for Teachers in training at the ...University of Seville, Spain, is described and analyzed. Future teachers of Spanish Language and Literature work on the subject of prejudices toward Latinos through a critical pedagogy whose main materials are literature and the decolonial perspective. To this end, classroom practices are described and analyzed. The pedagogical design is characterized by the following objectives: (1) to recognize and identify our prejudices toward others, (2) to recognize the voice of others in their specificity, and (3) to transcend this specificity and recognize ourselves in the other. In the qualitative analysis of the didactic intervention, the 72 students involved recognize highly positive involvement in the objectives of the activities; moreover, the students' accounts show the recognition of a colonial hegemonic vision and the revision of prejudices toward the other. This framework takes students further by adopting a relationship of critical engagement with the way they approach Hispanic-American language and literature and its impact on the integration of their potential immigrant students in the classroom.
La dramaturgia femenina, recogida escasamente en la historia oficial de la literatura peruana, posee desde finales del siglo XIX voces de dramaturgas que se suceden con éxito y permanencia en cada ...una de las generaciones. En este artículo estudiaremos dos piezas de dos autoras contemporáneas: Mariana de Althaus y Celeste Viale Yerobi, escritoras que rompen el silencio con una escritura comprometida con su identidad femenina y con su momento histórico, convuslionado por los sucesos acaecidos en el conflicto armado que comienza e la década de los ochenta. LLevaremos a cabo un análisis en cotejo de una pieza teatral de cada una de estas escritoras desde un punto de vista no meramente estético sino antropológico, social y cultural, con el fin de alcanzar su realidad fragmentada, el duelo de las escritoras en las dictaduras, las censuras implícitasy su impactante desnudo en la escena.
This study has been developed within the framework of a European Erasmus + project called ELEF†. The aim of this project is to develop, implement, evaluate and replicate innovative democratic ...learning environments. With this purpose, the Democracy Coaches are trained as agents of citizen participation and generators of democracy, both in educational centres and in informal educational settings. In this context, and during various training sessions, the Democracy Coaches work with the knowledge and skills they need to acquire. This paper focuses on the study and analysis carried out on the concepts expressed by these teachers of secondary education during their training. In order for them to become democracy coaches in the formal educational field, we address concepts such as democracy, citizenship and the most appropriate teaching-learning methodology for illustrating these concepts and competences, bearing in mind that they should educate citizens with full awareness of their rights and duties.
A pilot experience of teaching innovation was developed in the masotherapy practice classes of the University of Seville's degree of physiotherapy using an active learning approach.
Significant ...experiential learning-specific teaching strategies were implemented to address learning style diversity and promote dynamic participation, active listening, and the creation of clinical simulation learning environments.
The strategies implemented included establishing an affective climate in the classroom that would encourage interaction among participants, facilitating the flow of information and the teaching-learning process, considering students' previous ideas, elaborating upon content maps and key questions to guide the teaching-learning process, establishing discussions favoring student brainstorming, using illustrations and videos ("visual thinking"), implementing experimental demonstrations and simulated clinical scenarios, and collaborative activities mediated by information and communication technology.
The evaluation, which was developed using a questionnaire (pretest-posttest) that allowed the development of learning ladders and considered the complexity of the generated knowledge, revealed significant advances in student learning.
The implementation of significant experiential learning-specific teaching strategies is useful for achieving the learning objectives of this subject. Further research is needed to conclude firmly in this regard.
Through a language tainted by an apocalyptic vision, in 2005 the writer Alonso Cueto causes a deep impression on the public with a novel about one of the scariest times of the Andean country: Grandes ...miradas. This novel evokes the nonsense imposed by the duo Fujimori-Montesinos; they become kings in a coven, they are demons who prevent the end of days. The death of Guido, a judge of the good, in the manner of Jesus Christ-cedes the throne of heavenly power to Gabriela, his girlfriend, fallen angel who put on an equal footing with the beast "Montesinos" to reveal the truth that citizens from Lima have forgotten under the anmesia cultivated. This book reaches its climax with a recreation of the Revelations: the process of unmasking the Absolute Evil. Reality and mythology are mixed to light a Postmodern Apocalypse, embodied in the struggle of ordinary people against dictatorships disguised by the absolute power.
El retrato femenino en la obra de Mario Vargas Llosa se ha juzgado de forma unánime por la crítica como carente de hondura psicológica y su estudio ha polarizado los personajes femeninos entre los ...esquemas literarios de la prostituta y la virgen. En la década de los ochenta predomina paulatinamente la presencia de la mujer en la literatura vargasllosiana, tal y como vemos en el ensayo La orgía perpetua, en el que descubrimos el enamoramiento del autor por la heroína Emma Bovary, en la novela La tía Julia y el escribidor, donde la heroína será su amada y sobre todo en la trilogía teatral: La señorita de Tacna, Kathie y el hipopótamo y La Chunga. Analizando en detalle la poética femenina en estas piezas, y sus paralelos con la narrativa, se revelan concomitancias entre el dibujo de la mujer y la significación de la literatura para Mario Vargas Llosa que desembocarán en una correspondencia iluminadora. The portrayal of women in the work of Mario Vargas Llosa was unanimously judged by critics as lacking psychological depth. Moreover, research has located these female characters between the literary schemes of prostitute and virgin. During the eighties the presence of women in Vargas Llosas literature grows more predominant in the light of the essay "The Perpetual Orgy", in which the author's infatuation for the heroine Emma Bovary is evident, in the novel Aunt Julia and the Scriptwriter, where the heroine is his sweetheart, and especially in the theatrical trilogy, The Young Lady de Tacna, Kathie and the Hippopotamus, and La Chunga. An in-depth analysis of both the female poetics in these pieces and its parallels within the narrative reveal similarities between the image of woman and the significance of literature for Mario Vargas Llosa that will lead to enlightening correspondences.
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