This book offers a new framework for analysing textbook discourse, bridging the gap between contemporary ethnographic approaches and multimodality for a contextually sensitive approach which considers the multiplicity of multimodal resources involved in the production and use of textbooks.
The volume makes the case for textbook discourse studies to go beyond studies of textual representation and critically consider the ways in which textbook discourse is situated within wider social practices. Each chapter considers a different social semiotic practice in which textbook and textbook discourse is involved: representation, communication, interaction, learning, and recontextualization. In bringing together this work with contemporary ethnography scholarship, the book offers a comprehensive toolkit for further research on textbook discourse and pushes the field forward into new directions.
This innovative book will be of particular interest to students and scholars in discourse analysis, multimodality, social semiotics, language and communication, and curriculum studies.
Author(s): Germán Canale
Series: Routledge Studies in Multimodality
Publisher: Routledge
Year: 2022
Language: English
Pages: 160
City: New York
Cover
Half Title
Series Information
Endorsement
Title Page
Copyright Page
Table of Contents
Figures
Tables
Extracts
Acknowledgments
Abbreviations
Symbols Used in Conversation Transcripts
1 Discourse, Multimodality, and Ethnography
Positionality
Discourse
Discourse Is Not an Autonomous Or Isolated Phenomenon
Discourse and Meaning-Making Are Situated and Ideological
Discourse and Meaning-Making Are Neither Static Nor Linear
Multimodality
Ethnography
Research as Learning Process
(Prolonged) Engagement
Thick and Rich Description
Heterogeneity
Fragmented Ethnographies
Ethnographic Approaches to Discourse
A Multimodal and Ethnographic Approach to (Textbook) Discourse
Structure and Organization of the Book
Notes
References
2 Textbook Representation and Communication
Textbooks as Educational Media
Textbook as Discourse
Textbook as Representation and Communication
About the Research
Character Design
Modality and the Negotiation of Avatars as Textbook Characters
Translation
Conclusions
Notes
References
3 Textbook and Interaction
Interaction
Intersemiosis Or the Interaction of Modes, Media, and Resources in Textbook Discourse
Interaction Between Textbook Discourse and the (Imagined) Audience
Human/textbook-as-artifact Interaction in the Classroom
Design, Agency, and Use
About the Research Study
Framing the Interaction With Artifacts in the Classroom
Connecting Time Events (1): Framing Artifact Use in the Classroom
Translation
Translation
Connecting Time Events (2): Interactive Histories in the Classroom
Translation
Translation
Translation
Conclusions
Note
References
4 Textbook and Learning
Framing My Interest in Textbook and Learning
Learning and Ideology
Multimodal Social Semiotics and Learning
Multimodal Social Semiotics and Language Textbook Analysis
About the Example: Making a 3D Map
Transforming Textbook Discourse Or Making Social Class Visible Again
Three Key Questions for Discussion
What Kinds of Representations of Social Reality Does the Textbook Provide to Students?
How—and to What Extent—do Students Negotiate These Representations Through Classroom Interaction and Work?
What Do These Negotiations Tell Us About Learning as Transformation?
Conclusions
References
5 Textbook and the Media
Textbooks in the Media
About the Research
Gender, Sexuality, and (Polemic) Educational Media in Uruguay
Exploring Educational Media: the DPSE
Mediatization of the DPSE
Thematization of the DPSE
(Visual) Recontextualization of the DPSE
The Original Context of the Image
The Recontextualized Image
The Recontextualized Image and the Compositional Structure of the Digital Page
The Recontextualized Image and the Digital News Page
The Recontextualized Image and Anti-Sexuality Discourse in a News Report
Conclusions
Notes
References
6 Pushing Textbook Research Forward
Situating Textbook Discourse
Articulating Multimodality and Ethnography
Contribution for Theory and Praxis
Pushing the Field Forward
Note
References
Index
