| 1. |
- Damber, Ulla
(author)
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Using inclusion, high demands and high expectations to resist the deficit syndrome : a study of eight Grade three classes overachieving in reading
- 2009
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In: Literacy. - : Wily. - 1741-4350 .- 1741-4369. ; 43:1, s. 43-49
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Journal article (peer-reviewed)abstract
- The main objective of this study was to explore how teachers and classroom factors contribute to students' successful literacy learning. Eight Grade three classes, achieving at higher levels than expected with regard to socio-economic background and language factors, were identified in a multicultural Stockholm district and statistically described. In-depth interviews were performed to add the teachers' voices in order to get fuller descriptions of classroom life about literature-based work and the creation of an inclusive classroom climate. The teachers' narratives illustrate how resistance to the deficit syndrome and avoidance of colour blindness were enacted in the classrooms and contributed to create positive conditions for literacy learning. The results indicated inclusion, high demands and high expectations as key concepts depicting these classrooms. The findings are discussed in relation to Vygotsky's theories, Bernstein's code theory, and critical language theory.
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| 2. |
- Kuzmičová, Anežka, 1982-, et al.
(author)
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Reading and company : embodiment and social space in silent reading
- 2018
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In: Literacy. - : Wiley. - 1741-4350 .- 1741-4369. ; 52:2, s. 70-77
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Journal article (peer-reviewed)abstract
- Reading, even when silent and individual, is a social phenomenon and has often been studied as such. Complementary to this view, research has begun to explore how reading is embodied beyond simply being ‘wired’ in the brain. This article brings the social and embodied perspectives together in a very literal sense. Reporting a qualitative study of reading practices across student focus groups from six European countries, it identifies an underexplored factor in reading behaviour and experience. This factor is the sheer physical presence, and concurrent activity, of other people in the environment where one engages in individual silent reading. The primary goal of the study was to explore the role and possible associations of a number of variables (text type, purpose, device) in selecting generic (e.g. indoors vs outdoors) as well as specific (e.g. home vs library) reading environments. Across all six samples included in the study, participants spontaneously attested to varied, and partly surprising, forms of sensitivity to company and social space in their daily efforts to align body with mind for reading. The article reports these emergent trends and discusses their potential implications for research and practice.
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| 3. |
- Varga, Anita, 1966-
(author)
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Metacognitive perspectives on the development of reading comprehension : a classroom study of literary text-talks
- 2017
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In: Literacy. - : Wiley. - 1741-4350 .- 1741-4369. ; 51:1, s. 19-25
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Journal article (peer-reviewed)abstract
- The current study is a contribution to reading research dealing with tuition in reading comprehension and specifically with the issue of arranging tuition to support the development of metacognition. The empirical findings referred to in this study are from textual discussions of works of fiction in grades 6 and 7. The specific focus of the study is the correlation between the linguistic strategies used by the teacher and the pupils' opportunities to develop metacognitive perspectives as a consequence of these strategies. The study shows how the teachers, by use of a series of linguistic strategies, can offer pupils support in order to (1) identify and visualise the premises of their personal queries; (2) observe and verbalise their processes of interpretation together with their emotional reactions when reading; (3) survey, adjust and communicate their use of reading comprehension strategies and (4)recognise the text as an aesthetic construction and the interaction/transaction between texts and the reader.
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| 4. |
- Södergren, Jonatan, et al.
(author)
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Tales from the crypt : A psychoanalytic approach to disability representation in advertising
- 2023
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In: Journal of Consumer Culture. - : SAGE Publications. - 1469-5405 .- 1741-2900. ; 23:4, s. 747-768
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Journal article (peer-reviewed)abstract
- Representation is key in the politics of mass-mediated consumer society. Although previous research has noted that representation in advertising generates greater societal visibility for people with disabilities, focus has largely been on negative unintended consequences from a psychological or socio-cultural perspective. The purpose of this study is to explore the complexities involved in the making of a collective psyche related to disability, pointing instead to how the psychic and the social are mutually constitutive. By focusing on market-mediated representation in the form of advertising campaigns, we highlight both potentials and pitfalls of social transformation such as reducing stigma. We use, as revelatory cases, two relatively recent campaigns that sought to include people with disabilities on the Swedish market. We build upon Abraham and Torok's psychoanalytic theorizing to offer a novel approach of studying market inclusion in the context of disability representation. By delineating the social crypt, we elucidate two processes by which stigmatized narratives enter the public consciousness: incorporation (i.e., a process by which stigma is reproduced in the collective unconscious) and introjection (i.e., a form of gradual awareness leading to destigmatization). We find that the inclusion of disability in advertising can potentially work to reduce stigma, but also to inadvertently serve as a subtler form of market exclusion by intensifying the cultural semiotics of capitalized ableism.
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