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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]
Copyright of Journal of Language, Identity & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Language%2C+Identity+%26+Education%22">Journal of Language, Identity & Education</searchLink>. Jan/Feb2024, Vol. 23 Issue 1, p66-81. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Social+science+textbooks%22">Social science textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+sciences+education%22">Social sciences education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br /><searchLink fieldCode="DE" term="%22Anthropocentrism%22">Anthropocentrism</searchLink>
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  Data: 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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  Group: Ab
  Data: <i>Copyright of Journal of Language, Identity & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=174684910
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        Value: 10.1080/15348458.2021.1958685
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        Text: English
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      – SubjectFull: Social sciences education
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      – SubjectFull: Teaching aids
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              Text: Jan/Feb2024
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