06 SES 12, Teachers and New Literacies
Parallel Paper Session
We present the results of the first phase of a research project that identified which theoretical perspectives on the so-called new literacies are dominant in the educational field. The basic assumption is that this is the primary field where discourses are produced, to later be re-contextualized (by taking them selectively out, and then back into context) as curricular content for teacher's education (Bernstein, 1993). The identified perspectives and dimensions will allow subsequent research phases to analyze the curricular documents and trace the dialog between the agents of both the primary discourse production and the recontextualization fields.
The questions guiding this research refer to which knowledge related to educational technologies and new literacies is eventually included in teacher education programs, where this knowledge comes from, which cuts are made, how knowledge from different disciplinary traditions becomes knowledge to be taught, which content is selected, which transformations operate in this selection and what differences exist between the selected countries regarding the process of configuring relationships between local and global aspects. To do this, we will first describe the dominant theoretical perspectives at the international level.
We based the identification of these perspectives on the analysis of international scientific publications on education from the last two years, combining the extensive study of over 1,500 texts with an in-depth analysis of about 70 of them.
The main goal is to obtain a graphical representation of the various perspectives identified, illustrating the relationships within and between each of them, as well as the agents that produce and legitimize them.
The conceptual framework of the research is based essentially on the studies on the production of pedagogical discourse and education's intellectual field by Bernstein (1993, 1999) as well as on studies later performed by other authors (Czerniewicz, 2010; Maton, 2007; 2000; Stavrou, 2011; Moore & Maton, 2001) who press forward in the analysis of particular intellectual fields and the modes in which knowledge is produced within them.
Bernstein (1998, 1999) starts with a study of the form of knowledge in diverse intellectual fields to characterize social sciences and humanities as a horizontal knowledge structure. These are composed of a number of languages with interrogation modes and criteria for the construction and circulation of specialized knowledge.
Within our research, we will call each one of these specialized languages a perspective in the field of the so-called New Literacies. We aim to identify these perspectives, taking into account what each one of them considers is its object of study, which terms it uses to define it, and which procedures it regards as valid for the construction of knowledge. Furthermore, even if outside the scope of this communication, we aim to contribute to future analysis on the form of knowledge in this particular knowledge field.
Bernstein, B. (1993). La estructura del discurso pedagógico. Clases, código y control (Volumen IV). Madrid ;La Coruña: Morata ; Fundación Paideia. Bernstein, B. (1998). Pedagogía, control simbólico e identidad: teoría, investigación y crítica. La Coruña ;Madrid: Fundación Paideia; Morata. Bernstein, B. (1999). Vertical and Horizontal Discourse: An essay. British Journal of Sociology of Education, 20(2), 157-173. Cea D’Ancona, M. A. (2004). Análisis multivariable. Teoría y práctica en la investigación social (2nd ed.). España: Editorial Síntesis. Czerniewicz, L. (2010). Educational technology - mapping the terrain with Bernstein as cartographer. Journal of Computer Assisted Learning, 26(6), 523-534. doi:10.1111/j.1365-2729.2010.00359.x Fairclough, N. (2003). Analysing discourse : textual analysis for social research. London ; New York: Routledge. Fairclough, N. (2010). Critical discourse analysis : the critical study of language (2nd ed.). Harlow: Longman. Gorostiaga, J. (2009). La cartografía social. Aportes para el análisis del discurso en educación. Discurso y Educación. Herramientas para el análisis crítico (Pini, M., pp. 139-160). Buenos Aires: UNSAM EDITA. Maton, K. (2000). Languages of legitimation: the structuring significance for intellectual fields of strategic knowledge claims. British Journal of Sociology of Education, 21(2), 147-167. Maton, K. (2007). Knowledge-knower structures in intellectual and educational fields. in Christie, F. & Martin, J. (Eds.) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives (pp. 87-108). London: Continuum. Moore, R., & Maton, K. (2001). Founding the sociology of knowledge: Basil Bernstein, intellectual fields and the epistemic device. in Morais, A., Neves, I., Davies, B. & Daniels, H. (Eds.) Towards a Sociology of Pedagogy: The contribution of Basil Bernstein to research (pp. 153-182). New York: Peter Lang. Paulston, R. (1996). Social cartography : mapping ways of seeing social and educational change. New York: Garland Pub. Stavrou, S. (2011). Reviewing recontextualization of knowledge at university. From Bernstein’s theory to empirical research. Knowledge, pedagogy and society international perspectives on Basil Bernstein’s sociology of education (pp. 143-158). New York: Routledge.
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