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Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies.

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Title: Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies.
Authors: Walldén, Robert1 robert.wallden@mau.se
Source: Journal of Language, Identity & Education. Jan/Feb2024, Vol. 23 Issue 1, p66-81. 16p.
Subject Terms: *Social science textbooks, *Reading, *Social sciences education, *Teaching aids, Anthropocentrism
Abstract: Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, the concern of this study is the conscious and critical use of teaching material in diverse student groups. The study involved a teacher and her Grade 6 students in a school with many migrant language learners. The data was gathered by observations, field notes, voice recordings, and the collection of teaching materials. Using social semiotic theory of visual design, the analysis of the textbook used in instruction shows that the layout perpetuated a Western-centric view of a divided world, along with an individualistic and anthropocentric view of environmental sustainability. The oral interaction, highlighting different text elements, largely reinforced the meaning perspectives promoted in the textbook. However, on occasion, the students were positioned to take a more analytical stance. Implications for using knowledge about information flow in textbooks to promote critical literacy practices in teaching are discussed. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, the concern of this study is the conscious and critical use of teaching material in diverse student groups. The study involved a teacher and her Grade 6 students in a school with many migrant language learners. The data was gathered by observations, field notes, voice recordings, and the collection of teaching materials. Using social semiotic theory of visual design, the analysis of the textbook used in instruction shows that the layout perpetuated a Western-centric view of a divided world, along with an individualistic and anthropocentric view of environmental sustainability. The oral interaction, highlighting different text elements, largely reinforced the meaning perspectives promoted in the textbook. However, on occasion, the students were positioned to take a more analytical stance. Implications for using knowledge about information flow in textbooks to promote critical literacy practices in teaching are discussed. [ABSTRACT FROM AUTHOR]
ISSN:15348458
DOI:10.1080/15348458.2021.1958685