Disjuncture, modality, and institutional repertoire: (De)colonizing discourses at a tribal school
This study employs a critical multimodal social semiotic (Kress, 2011a, Kress, 2011b) approach to language and sign to examine how school and community members invoke, reject, and reimagine ideologies from disparate cultural sources within a single event: one Ojibwe tribal school's kindergarten graduation ceremony. Contextualized with data from a larger ethnographic project, I extend Meek's (2011) work with disjunctures to call attention to the ‘institutional repertoires’ that shape the teaching and learning therein across multiple modes.
Source: Linguistics and Education - Category: Speech-Language Pathology Source Type: research
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