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A Diffractive Reading of Multiliteracies, Participatory Teacher Action Research and Cultural Historical Activity Theory: Entanglements and Insights in Indigenous Language Teaching | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 6، دوره 11، شماره 2 - شماره پیاپی 22، دی 2023، صفحه 107-131 اصل مقاله (726.68 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2024.28038.1473 | ||
| نویسندگان | ||
| Sabine Siekmann* 1؛ Joan Parker Webster2 | ||
| 1Professor of Applied Linguistics, Linguistics Program, University of Alaska Fairbanks, Fairbanks, AK, USA, http://orcid.org/0000-0001-7302-0000 | ||
| 2Associate Professor of Education (retired); Affiliate Assistant Professor, Center for Cross Cultural Studies, University of Alaska Fairbanks, Fairbanks, Alaska, Fairbanks, AK, USA | ||
| چکیده | ||
| This article examines the onto-epistemological-methodological grounding of a conceptualization of praxis in the context of Indigenous language teaching for maintenance and revitalization. We conduct a diffractive reading (Barad, 2007) of cultural historical activity theory (Vygotsky, 1978; Engeström, 2001) and PTAR (Kemmis & McTaggert 2005; Siekmann et al., 2019) and pedagogy of multiliteracies (Cazden et al., 1996; Cope & Kalantzis, 2009) to gain new insights into the commensurability of their ontological assumptions and epistemological underpinnings. First we contextualize of our work with-in Indigenous educational communities. Next, we explain Barad’s diffractive methodology and discuss our three insights: 1) the entanglement of being-knowing-doing grounds theory-practice or praxis; 2) cyclic and iterative design cycles in PTAR foster teacher agency; 3) recognizing tensions and contradictions are necessary to facilitate the transformative action of praxis. Our conclusion explains the entanglement of theory-practice in terms of praxis that is based in intra-action. In our conclusion, we propose using a diffractive methodology to read theories through rather than against one another makes visible the intra-theorical conceptualizations as an alternative to discussing these as inter-actions among theoretical concepts. | ||
| کلیدواژهها | ||
| praxis؛ participatory teacher action research؛ multi-literacy؛ indigenous languages | ||
| مراجع | ||
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