Literacy teaching, genres and strongpowerstrong - Ume#229; universitet.pdfVIP

Literacy teaching, genres and strongpowerstrong - Ume#229; universitet.pdf

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Education Inquiry EDU. Vol. 4, No. 2, June 2013, pp. 279–300 INQ. Literacy teaching, genres and power Eva Hultin* Maria Westman** Abstract The theoretical framework of this article is based on critical literacy (Janks, 2010) and genre theories (Swales, 1990; Schleppegrell, 2004). The article’s main purpose is to contribute to an understanding of the use and production of text genres as a power-embedded practice. In doing so, we analyse first- grade children’s texts in terms of genres and sub-genres. Further, we analyse the subject positions that are constituted in the children’s texts. We understand genres as related to power since they both open and/or close ways of saying or stating things in and about the world. “Where there is power there is resistance”, as Foucault says (1976). Specific interest will be directed to children’s ways of offering resistance in their texts, namely resistance against prescribed dominant genres. This resist- ance is seen as a creative way for children to use their power and agency by creating hybrid genres. Keywords: critical literacy, power, genre analysis, literacy practices, literacy teaching Introduction No classroom is a neutral place with regard to power as all literacy practices are embedded in ideological structures that produce and reproduce power relations (Gee, 2008; Janks, 2010). This is, of course, also true when it comes to early literacy teaching in school, which is the focus of this text. Even though the activities in these earlier literacy practices may on the surface seem harmless, if not innocent, they reproduce child-centred text activities that are part of a long-lived didactic literacy teaching tradition. Which power relations can be at stake when 7-year-olds struggle to write their first texts consisti

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