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Reading Group Choices

These are the books and articles chosen for discussion by our reading group

Pippa Stein: Multimodal Pedagogies in Diverse Classrooms (Routledge,2008)

“this book explores how language and literacy classrooms can become more democratic spaces through addressing a central issue in teaching, learning and its assessment: namely, the forms of representation through which students make their meanings. In this sense, this book is about the politics of representation and the politics of difference in diverse, multicultural and multilingual classrooms. It focuses attention on the forms of representation which are produced from the many cultural sources students have access to, and examines these resources for their meaning potential. To put it simply, this book examines the question: How can the classroom, as a multi-semiotic space, become a complex, democratic space, founded on the productive integration of diverse histories, modes, genres, epistemologies, feelings, languages and discourses?” (Pippa Stein, Multimodal Pedagogies in Diverse Classrooms, p1).

About the Author

Pippa Stein (1952-2008) taught at the University of the Witwatersrand for many years, where she started out as a lecturer in the department of applied English language studies and later became Associate Professor in English Language and Literacy Education in the School of Literature and Language Studies. In the words of Nadine Gordimer, her career

was marked by her vision of education as a teaching responsibility also for the social change to which she was dedicated. She initiated the Soweto English Language Project as a grass-roots beginning, and out of this grew her innovative series of textbooks for the teaching of English on which, always an invigorating team worker, she collaborated with a team of like-minded progressive thinkers in English language pedagogy. She has been aptly called “a researcher of meaning-making in all its forms (Mail and Guardian) read more

Multimodal Pedagogies in the Science Classroom

Gunther Kress, Carey Jewitt, Jon Ogborn and Tsatsarelis Charalampos: Multimodal Teaching and Learning: The Rhetorics of the Science Classroom (Bloomsbury publishing, 2014)
“This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication – image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.” (Bloomsbury Press)