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Deficient "disadvantage students" or media-savvy new meaning makers?: engaging new metaphors for redesigning classrooms and pedagogies.

Thomson, Pat and Comber, Barbara 2003, Deficient "disadvantage students" or media-savvy new meaning makers?: engaging new metaphors for redesigning classrooms and pedagogies., McGill journal of education, vol. 38, no. 2, Spring 2003, pp. 305-328.

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Title Deficient "disadvantage students" or media-savvy new meaning makers?: engaging new metaphors for redesigning classrooms and pedagogies.
Author(s) Thomson, Pat
Comber, Barbara
Journal name McGill journal of education
Volume number 38
Issue number 2
Season Spring 2003
Start page 305
End page 328
Publisher McGill University
Place of publication Montreal, Qc.
Publication date 2003
ISSN 0024-9033
1916-0666
Summary Words work in powerful ways in the world. We work from and with an understanding that the ways we talk about people, places and practices matter. If this was ever in doubt, witness recent media reports of the 'attacks on America' and the aftermath of the 'war on terrorism': the world's people have been re-divided both metaphorically and materially in these phrases. Meaning is constructed in and through language as categories, metaphors, rationales, stories, and tropes (Game & Metcalfe, 1996) and, while these are just representations of ideas, practices and material events and circumstances (Hall, 1997), we nevertheless act on those meanings (Fairclough, 1989; Gee, 1999). For example, whether people are described as 'border crossers,' 'invaders,' 'nomads,' 'gypsies,' 'asylum seekers' or 'refugees' affects how they treated, what they can be and what they can do. And in education, whether it's the 'literacy hour' or 'catching children in the net' or reading 'recovery,' words are inevitably tied to programs and proposals for solutions. How the problems are described and defined are crucial in how decisions are made.
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2003, Faculty of Education of McGill University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30026425

Document type: Journal Article
Collection: School of Education
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