dc.creator | Guichot Muñoz, Elena | es |
dc.creator | Balbás Ortega, María Jesús | es |
dc.creator | García Jiménez, Eduardo | es |
dc.date.accessioned | 2022-09-13T07:53:06Z | |
dc.date.available | 2022-09-13T07:53:06Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Guichot Muñoz, E., Balbás Ortega, M.J. y García Jiménez, E. (2021). Literacy, power, and affective (dis)encounter: an ethnographic study on a low-income community in Spain.. PLOS ONE, 16 (6), e0252782-1-e0252782-15. | |
dc.identifier.issn | 1932-6203 | es |
dc.identifier.uri | https://hdl.handle.net/11441/136999 | |
dc.description.abstract | In areas of social exclusion, there are greater risks of facing discrimination at school. The
teaching-learning processes may contribute toward the perpetuation of this inequality. This
research analyzes a literacy event that takes place in a low-income school in Southern
Spain. The new literacy studies have come to examine how power relationships and affec-
tive bonds work in such literacy practices. An ethnographic method was followed to facilitate
a deeper understanding of multimodal literacy. Further, a social semiotics multimodal
approach was adopted to analyze the meaning-making social process that takes place in
the classroom. The participants comprised two teachers and 17 children, whose ages range
from 5 to 7 years. Data were collected in the form of reports, audio recordings, video record-
ings, and photographs over a two-years period. The results obtained have revealed that the
children have been taught writing and reading through a dominant orthodox model that fails
to consider the community’s and families’ cultural capitals. They also show that the literacy
process does not grant any affective quality. Neither is there an authentic dialogic space cre-
ated between the school and the community. This lack of dialogue generates an inequality
in the actual acquisition of comprehensive reading and writing skills at school, with instances
of groups exclusion, owing to the anti-hegemonic practices of knowledge acquisition. | es |
dc.format | application/pdf | es |
dc.format.extent | 16 p. | es |
dc.language.iso | eng | es |
dc.publisher | PUBLIC LIBRARY SCIENCE | es |
dc.relation.ispartof | PLOS ONE, 16 (6), e0252782-1-e0252782-15. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Social exclusion | es |
dc.subject | Low-income school | es |
dc.subject | Southern Spain | es |
dc.subject | Literacy process | es |
dc.title | Literacy, power, and affective (dis)encounter: an ethnographic study on a low-income community in Spain. | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de la Lengua y de la Literatura y Filologías Integradas | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica y Organización Educativa | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Métodos de investigación y Diagnóstico en Educación. | es |
dc.relation.publisherversion | http://doi.org/10.1371/journal.pone.0252782 | es |
dc.identifier.doi | 10.1371/journal.pone.0252782 | es |
idus.validador.nota | En este artículo no encontre "Keywords", he buscado alguna del resúmen. | es |
dc.journaltitle | PLOS ONE | es |
dc.publication.volumen | 16 | es |
dc.publication.issue | 6 | es |
dc.publication.initialPage | e0252782-1 | es |
dc.publication.endPage | e0252782-15 | es |