File(s) under permanent embargo
Valorising student literacies in social work education: pedagogic possibilities through action research
journal contribution
posted on 2017-01-01, 00:00 authored by B Schneider, Angela DaddowAngela DaddowAs higher education has shifted from an elite to an internationalised and massified system, we can no longer assume that students entering Western universities are familiar with the multiple literacy expectations of the university and professional worlds. Students are required to negotiate between different literacy practices, imbued with differential power in their everyday, disciplinary and professional settings. This paper argues that diverse students’ literacies can be valorised and harnessed as assets for learning. The authors re-designed curricula in the Bachelor of Social Work in an Australian university making elite codes explicit; using students’ everyday literacies as a bridge to new knowledge; and introducing the notion of ‘code-switching’ between literacies. The authors found that both disciplinary learning and the acquisition of multiple literacies were enabled, without colonising students in more dominant literacies. We encourage the exploration of such learning spaces in other disciplines, to build socially inclusive pedagogies which resource all students equitably in a massified education system.
History
Journal
Pedagogy, culture and societyVolume
25Issue
2Pagination
157 - 170Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
1468-1366eISSN
1747-5104Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2016, Pedagogy, Culture & SocietyUsage metrics
Categories
No categories selectedKeywords
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC