ERG SES D 02, Parallel Session D 02
It seems that there is a perpetual literacy crisis presented by politicians and the media (Brock, 1998; Williams, 2007), one that is widespread and powerful in its effect on discourses of literacy. ‘It’s not difficult to look back over the past 150 years and find a constant and consistent level of concern about the abilities of young people to read and write’ (Williams, 2007, p. 178). Luke and Luke (2001) contend that this supposed literacy crisis results from adult anxieties toward new forms of youth identities and changing life options. It is from within this politicised context of literacy that a study was undertaken to investigate the literate lives of teenagers, in and out of school. A particular focus was placed on musicking, which Small (1998) describes as any act that engages with, is transformed or influenced by music as it is such a ubiquitous part of many teenagers’ lives (North, Hargreaves, & O'Neill, 2000).
The study focussed on the music practices of teenagers and their literacy learning in and out of school environments, seeking to unsettle normalising and classifying assumptions made by politicians, the media, education policy makers and curriculum designers, by addressing the following research questions:
· What role/s does musicking play in the constitution of literate subjectivities for teenagers?
· What are some of the disparities between in school and out of school literacies and the formation of literate subjectivities?
· What lessons can be learnt from stories of teenagers’ musicking and literacy experiences in and out of school?
Brock, P. (1998). Breaking some of the myths - again. Australian Journal of Language and Literacy, 21(1), 8 - 19. Coulter, C. A., & Smith, M. L. (2009). The construction zone: Literary elements in narrative research. Educational Researcher, 38(8), 577 - 590. Luke, A., & Luke, C. (2001). Adolescence lost/childhood regained: On early intervention and the emergence of the techno-subject. Journal of Early Childhood Literacy, 1(1), 91 - 120. North, A. C., Hargreaves, D. J., & O'Neill, S. A. (2000). The importance of music to adolescents. British Journal of Educational Psychology, 70, 255 - 272. Polkinghorne, D. E. (1995). Narrative configuration. In J. A. Hatch & R. Wisniewski (Eds.), Life history and narrative (pp. 5 - 21). London: The Falmer Press. Riessman, C. K. (2002). Narrative analysis. In A. M. Huberman & M. B. Miles (Eds.), The qualitative researcher's companion (pp. 217 - 270). Thousand Oaks, CA: Sage Publications Inc. Riessman, C. K. (2008). Narrative methods for the human sciences. Thousand Oaks, CA: Sage Publications Inc. Small, C. (1998). Musicking: The meanings of performances and listening. Hanover: University Press of New England. Squire, C., Andrews, M., & Tamboukou, M. (2008). What is narrative research? In C. Squire, M. Andrews & M. Tamboukou (Eds.), Doing narrative research (pp. 1 - 21). London: Sage Publications Ltd. Williams, B. T. (2007). Why Johnny can never, ever read: The perpetual literacy crisis and student identity. Journal of Adolescent & Adult Literacy, 51(2), 178 - 182.
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