Youth in the U.S. can expand their knowledge of issues and divergent points of view around issues by comparing newspaper stories. An easy to use portal to U.S. newspapers is located at:
http://www.commondreams.org/usnews.htm
An easy to use portal to newspapers around the world is located at:
http://www.commondreams.org/world.htm
Now I leave it to you, viewer. Feel free to leave a comment with an idea about ways that comparing daily newspapers through the internet might be a valuable learning opportunity for youth.
Thursday, April 2, 2009
Tuesday, March 31, 2009
From discourse analysis to the spoken word
Breaking out of the norm: Non-dominant discourse as cultural illumination
By valuing and interconnecting identity and literacy stories, youth can join together their collective present with their collective pasts into what Oliver (1999) calls “visions of possible futures” (p. 224). One way to coalesce youth across various races, heritages, sexual orientations, socio-economic classes, and religions is through discourse analysis.
While students construct an academic identity that positions them within implicit school achievement behaviors, they can also locate self through structuring and networking of social practices.
Critical discourse as social science
According to Fairclough (2003), “Written and printed texts such as shopping lists and newspaper articles are ‘texts,’ but so also are transcripts of (spoken) conversations and interviews, as well as television programmes and webpages” (p. 3). Fairclough (2003) suggests that discourse figures as part of social activity within a practice, in representation, and in ways of being.
Discourse as part of social activity constitutes genres, which are diverse ways of acting and producing social life in a semiotic mode. Discourse as representation of social life is positioned to reflect different ways of seeing social life. Discourse as part of ways of being constitutes styles, or ways of using language. Social practices are networked in ways that constitute social order, which is a social structuring of semiotic differences, or ways of making meanings. The relationship between discourse and social practices is dialectical in that elements are internalized by other elements and how internalization processes occur. Past practices and imaginative futures become embedded in social practices and networks and become enacted as genres.
People become unconsciously positioned within discourse, called inculcation. Moreover, people interpret and represent, and the ways they interpret and represent shape and reshape what they do. Importantly, social institutions are the effects of discourses.
From Providence Poetry Slam 2007 to an original Youth Poetry Slam
As students read Zora Neale Hurston's Their Eyes Were Watching God, which infuses significant amounts of southern dialect into formal conventions and literary devices significant within standard English, I asked students to watch the following video.
http://www.youtube.com/watch?v=cSZFyRI7GM8
Afterward, students located/ agreed upon excerpts from chapters one through six to create group poem for their own original Youth Slam. They had to design their own slam so that everyone in the group spoke within a performance that included gestures, steps, and choral readings of lines.
The following is one student artifact from the various performances that resulted.
http://www.youtube.com/watch?v=UwK9OfSsN1E&feature=channel_page
By valuing and interconnecting identity and literacy stories, youth can join together their collective present with their collective pasts into what Oliver (1999) calls “visions of possible futures” (p. 224). One way to coalesce youth across various races, heritages, sexual orientations, socio-economic classes, and religions is through discourse analysis.
While students construct an academic identity that positions them within implicit school achievement behaviors, they can also locate self through structuring and networking of social practices.
Critical discourse as social science
According to Fairclough (2003), “Written and printed texts such as shopping lists and newspaper articles are ‘texts,’ but so also are transcripts of (spoken) conversations and interviews, as well as television programmes and webpages” (p. 3). Fairclough (2003) suggests that discourse figures as part of social activity within a practice, in representation, and in ways of being.
Discourse as part of social activity constitutes genres, which are diverse ways of acting and producing social life in a semiotic mode. Discourse as representation of social life is positioned to reflect different ways of seeing social life. Discourse as part of ways of being constitutes styles, or ways of using language. Social practices are networked in ways that constitute social order, which is a social structuring of semiotic differences, or ways of making meanings. The relationship between discourse and social practices is dialectical in that elements are internalized by other elements and how internalization processes occur. Past practices and imaginative futures become embedded in social practices and networks and become enacted as genres.
People become unconsciously positioned within discourse, called inculcation. Moreover, people interpret and represent, and the ways they interpret and represent shape and reshape what they do. Importantly, social institutions are the effects of discourses.
From Providence Poetry Slam 2007 to an original Youth Poetry Slam
As students read Zora Neale Hurston's Their Eyes Were Watching God, which infuses significant amounts of southern dialect into formal conventions and literary devices significant within standard English, I asked students to watch the following video.
http://www.youtube.com/watch?v=cSZFyRI7GM8
Afterward, students located/ agreed upon excerpts from chapters one through six to create group poem for their own original Youth Slam. They had to design their own slam so that everyone in the group spoke within a performance that included gestures, steps, and choral readings of lines.
The following is one student artifact from the various performances that resulted.
http://www.youtube.com/watch?v=UwK9OfSsN1E&feature=channel_page
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