Image, genre, voice and the making of the school-literate child: Lessons from multiliteracy teaching in China

Bin, Zhang Bette and Freebody, Peter (2010). Image, genre, voice and the making of the school-literate child: Lessons from multiliteracy teaching in China. In David R. Cole and Darren L. Pullen (Ed.), Multiliteracies in motion: Current theories and practices (pp. 42-58) New York, NY, U.S.A.: Routledge.

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Author Bin, Zhang Bette
Freebody, Peter
Title of chapter Image, genre, voice and the making of the school-literate child: Lessons from multiliteracy teaching in China
Title of book Multiliteracies in motion: Current theories and practices
Place of Publication New York, NY, U.S.A.
Publisher Routledge
Publication Year 2010
Sub-type Research book chapter (original research)
ISBN 9780415801560
0415801567
9780415801577
0415801575
9780203864043
0203864042
Editor David R. Cole
Darren L. Pullen
Chapter number 3
Start page 42
End page 58
Total pages 17
Total chapters 14
Collection year 2011
Language eng
Formatted Abstract/Summary
Our aims in this chapter are to document the ways in which young school students are acculturated into the uses of texts that combine verbal and imaginal information, and to explore the possible consequences of that acculturation process. We pursue these aims from a historical perspective and through detailed examinations of school texts given to students beginning education in the People's Republic of China (PRC). In the PRC, yuwen is the term used to describe reading, literacy, language, literature teaching, and learning in school. In this chapter, we first examine constructs from the history of early reading education and how they compare to the assumptions and practices of early language education embodied in yuwen. We then turn to an examination of a small sample of the first yuwen texts currently used in schools in the PRC. Specifically, we use a multiliteracies framework to analyze three aspects of yuwen texts, focusing on mixtures of modalities, genres, and voices. Through these analyses we argue that yuwen, literacy and reading, and the acculturation of the literate student-subject more generally, together entail an inscription of particular attributes of the "school-literate" child, and, further, that it is only through detailed analyses of the materials of literacy and language education that the nature and consequences of such inscription processes can be made visible.
Keyword Teaching
Literacy
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

 
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Created: Tue, 15 Mar 2011, 11:54:07 EST by Bette Zhang on behalf of School of Education