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- Hedman, Christina, 1966-, et al.
(författare)
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Expressing Reading Engagement within Drama-Based Literary Work : Perspectives from Three Students in aLinguistically Diverse Classroom in Sweden
- 2023
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Ingår i: Multimodality and multilingualism. - Bristol : Multilingual Matters. - 9781800413375 ; , s. 106-119
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Bokkapitel (refereegranskat)abstract
- This chapter centers around creative multimodal learning in relation to the reading of literature. Through a focus on the ‘reading of “things”—artifacts, objects, texts’ (Johnson & Enriquez, 2016: 273), the chapter highlights the interplay between text, learning and ‘the sensual, affective, materiality of bodies’ (Hughes, 2016: 124; cf. Vasudevan, 2010). Building on a phenomenological approach to the embodied dimensions of literacy in time and place, we also acknowledge how expressions of individuals as literate beings are contingent upon personal histories as well as institutional norms (Enriquez, 2016: 51). More specifically, the chapter draws on a collaborative drama-based literary project in a linguistically diverse secondary classroom in Sweden. Within the frame of such a drama-based ‘embodied pedagogy’ (Rothwell, 2011: 582), the reading of a detective novel was embedded in a range of creative multimodal learning activities comprising corporeal engagement through ‘material-discursive’ and ‘emotive’ meaning-making (see Johnson & Kontovourki, 2016: 5). The project was introduced by the authors, and one teacher, Nicole, invited us to work collaboratively in her class. The aim was to investigate and discuss student expressions of literary engagement within the drama-based frame and the possible significance of observed embodied engagement for pedagogical approaches to literature. In this chapter, we focus specifically on three of the students: Nura, Omar and Mustafa (pseudonyms).
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