Browsing by Subjects
Now showing items 1-5 of 5
-
Governmentality versus choice in contemporary special educationThis article provides an understanding of childhood welfare from a radical perspective, showing how power within the special education system affects the discourse of ‘choice’ for parents. The analysis unmasks the disciplinary power operating within the special education system and explores the manner in which such power affects choice for parents. In turn, the analysis suggests that although disciplinary power offers little sites for resistance, the actions of some parents in the exercise of choice are seen as a growing challenge to that power. It remains to be seen just how resistant the system will become in the face of such opposition.
-
ICT and literacy.This book: What are the ways in which young children learn to communicate? Collating their extensive experience of language and literacy in the early years, the contributors explore key aspects of this topic, linking practical ideas for early years settings and classrooms to relevant theory and research. This second edition is updated to take into account important developments in research, policy and practice, and now covers the 0-8 age range. It also addresses developments in new media and the impact this has upon literacy in young children, and offers chapters on new areas which have emerged in recent years, such as multimodality, media literacy, creative arts and literacy. Explored in the book are: - the relationship between play and literacy; - the role environmental print has in early literacy development; - the language and literacy development of young bilinguals; - ideas, suggestions and justifications for the use of poetry; - a two-year research project, funded by Creative Partnerships; - key issues relating to family literacy.
-
Learning with Mobiles in Developing Countries: Technology, Language, and LiteracyIn the countries of the global South, the challenges of fixed infrastructure and environment, the apparent universality of mobile hardware, software and network technologies and the rhetoric of the global knowledge economy have slowed or impoverished the development of appropriate theoretical discourses to underpin learning with mobiles. This paper addresses one specific and fundamental component of such discourses, namely the role of language and literacy as they interact with mobile technology. The paper makes three points, that mobile technology is culturally and linguistically specific, not universal or culturally-neutral; that mobile technology does not merely store and transmit language(s) and literacy within communities, it disturbs and transforms them, and that the digital literacy agenda that might underpin learning with mobiles has not yet been developed in relation to mobile technology or in relation to the global South. These are the foundations of understanding learning with mobiles in the global South.
-
The Impact Factor of the Language of Czechoslovak Normalization: A Study of the Seminal Work, <em>Poučení z krizového vývoje ve straně a společnosti po XIII. sjezdu KSČ</em>This article employs a corpus-driven discourse approach to analyse the language of the canonical official interpretation of the Prague Spring, Poučení z krizového vývoje ve straně a společnosti po XIII. sjezdu KSČ. The study argues that Communist rhetoric reduced language to a ‘coded’ ideological ritual, which largely achieved its two intended perlocutionary effects: to re-educate its readers and to satisfy the political demands of the Soviet leadership. It further suggests that the text points to the importance of social stability and a quiet life (to get on with one's work) as two of the principal leitmotifs of the normalization era.