children, families and the migration experience: opportunities and challenges middlesex university...
TRANSCRIPT
Children, Families and the Migration Experience: Opportunities and Challenges
Middlesex University May 2010
Migrant children becoming biliterate in London faith settings
Dr John Jessel, Malgorzata Woodham
Goldsmiths University of London
BeLiFS Becoming Literate in Faith Settings
Centre for Language, Culture and Learning
Educational Studies DepartmentGoldsmiths
University of London
Professor Eve Gregory, Dr John Jessel, Dr Charmian Kenner, Dr Vally Lytra, Mahera Ruby
Halimun Choudhury (Bangladeshi Muslim), Arani Ilankuberan, (Tamil Hindu), Amoafi Kwapong (Ghanaian Pentecostal), Malgorzata Woodham ( Polish Catholic)
Research Questions
What is the scope and nature of literacy practices in each faith setting?
How do teaching and learning take place during faith literacy activities across different settings?
In what ways have faith literacies changed over time and in the London setting and how are these changes perceived across generations?
How does participation in faith literacies contribute to individual and collective identities?
Literacy learning inside and outside of school
• How do children learn as part of their community?
• What do we mean by literacy?
Faith settings
• Examples: church, mosque, temple
• Religious instruction classes
• Clubs / sport / music / drama
• Cultural activities
The faiths we are looking at:
Why have we selected these faiths?
• Bangladeshi Muslim
• Tamil Hindu
• West African Pentecostalist
• Polish Catholic
Theoretical framework
• Learning as a sociocultural phenomenon
• Three dimensions: sociohistorical, interpersonal, interpersonal
• Literacy learning as a series of cultural practices rather than confined to a set of skills
Literacy
• Symbolism
• Metaphor
• Story telling and re-telling
• Performing and recitation
• How is language exchanged and transformed?
Symbols
• What characterises symbols?
• Symbols and symbolic objects as ‘anchor points’
• Symbolic actions and activities
• The narratives that develop around symbols
Research methodologyPhase 1: Ethnographic observations in faith settings Interviews with faith leaders Attendance at religious services and classes
Phase 2: Case-studies of faith literacy activities
Audio or video recordings of faith literacy events (focus child in faith setting and home)
Interviews with children / teachers / relatives
Phase 3: Children will interview the older people They will prepare a book together
Phase 4: Interviews with children Discussions with faith setting leaders
Polish Local Catholic Parish8 Oliver GroveSouth Norwood, London SE25 6EJ
THE POLISH COMMUNITY SCHOOL AND THE PARISH HOUSE
THE CHAPEL AND THE PARISH HALL
The Polish faith setting: activities
• Saturday school 9.30am -1.00pm• Folk Dance Group “Karolinka”• Cubs and Scouts groups• “Ave Verum” Choir for adults• Salsa Club for adults• Flower Arranging Club • Seniors Club• Ladies’ Club• Mothers and Toddlers Group
The community school
The community school
Polish religion, culture and history blend together
Symbols – the school walls
Implications for teachers and classrooms
• Recognise bi/multilingualism in children’s lives
• Respect ‘funds of knowledge’ (culture and history) of children and their families
• Build upon this through recognition of the artefacts, symbols and narratives in children’s lives outside school
Contact:
Dr John Jessel [email protected]
Malgorzata Woodham [email protected]
Department of Educational Studies
Goldsmiths College University of London
New Cross
London
SE14 6NW