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‘Grand Theft South Africa’: games, literacy and inequality in consumer childhoods / Marion Walton and Nicola Pallitt
// Language and education 2012, Vol26, N.4 2012p. 347-361 Discussions of ‘game literacy’ focus on the informal learning and literacies associated with games but seldom address the diversity in young people’s gaming practices, and the highly differentiated technologies of digital gaming in use. We use available survey data to show how, in South Africa, income inequalities influence consumption patterns, shaping experiences of digital games. Two case studies of young people’s play practices involving digital games in Cape Town suggest the fragmentation and inequalities of contemporary play practices and the need for a more inclusive understanding of digital gaming. Mobile phones offer more accessibility than other digital gaming platforms and local appropriations include display of micro-commodities, concealment of outdated technology, control strategies and deletion of functionality. Young people move between multiple overlapping communicative spaces and hence complex cultural articulations arise when global game narratives are appropriated to make sense of racial otherness, crime and politics in South Africa. Since educational curricula cater for highly fractured publics, we ask whether it is advisable to speak of ‘game literacy’. We suggest the need to validate less strongly mediatised forms of play, and to address diverse identification practices in consumer culture, including prestige and status as well as othering and shame
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Connecting multiliteracies and engagement of students from low socio-economic backgrounds: using Bernstein’s pedagogic discourse as a bridge / Katina Penklis Zammit
// Language and education 2011, Vol25, N.3 2011p. 203-220 Many students in Australia from low socio-economic status (SES) backgrounds have historically been alienated from learning and education because of the narrow definition of literacy and of what counts as legitimate texts. Consequently, traditional pedagogy, curriculum and assessment practices disengage many students. To address this issue, we embedded multiliteracies utilising information and communication technologies (ICTs) into three low SES classroom programmes and found that the associated classroom messages greatly enhanced the students’ engagement in learning and their view of themselves as learners. This approach worked better than the traditional approaches because students created multimodal texts that changed what was seen as legitimate school texts and thus credited them as literate individuals. This paper discusses students as co-constructors of knowledge, who used ICTs for an authentic purpose. It considers changes in students’ engagement and achievement as the result of shifts in the pedagogic discourse and the way that the discourses of power played out in the classrooms, via the messages students received about their knowledge, ability, control, voice and place.The multiliteracies-based unit of work utilising ICTs provided spaces for students to develop new literacy practices and to view school as a place for them
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Teaching culture as a relational process through a multiliteracies-based global simulation / Kristen Michelson.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 1 2018p. 1-20 Recent scholarship in second and foreign language (FL) pedagogy has advocated for approaches to teaching culture that move beyond static notions of culture-as-fact, construed in terms of national traditions, towards relational approaches that foster strategies for interaction within discourse communities, where members embody and express a range of values and social and linguistic practices based on diverse identities and histories. However, such variations are often obscured in FL educational contexts by static or narrow conceptions of culture that pervade FL curricular materials, teacher-training programmes, and popular media discourses. This paper reports on outcomes from an innovative curriculum for fourth semester French in which culture was treated as a relational process through combination of a global simulation (GS) and a Pedagogy of Multiliteracies. Students adopted the persona of a fictitious character for an entire semester and were socialised into second language/culture (LC2) discourses through critical, reflective engagement with authentic texts. Findings from discursive analyses of students’ portfolio reflections reveal the viability of this approach for fostering perspective taking and awareness of the interrelationship between culture and language, but also the persistent nature of discourses and ideologies about the object and goals of FL study.
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