Literacy, power, and affective (dis)encounter: An ethnographic study on a low-income community in Spain.

In areas of social exclusion, there are greater risks of facing discrimination at school. The teaching-learning processes may contribute toward the perpetuation of this inequality. This research analyzes a literacy event that takes place in a low-income school in Southern Spain. The new literacy stu...

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Autores principales:	Elena Guichot-Muñoz, María Jesús Balbás-Ortega, Eduardo García-Jiménez
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/0ff44e636c1440dd883d1b9c635fe849
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spelling	oai:doaj.org-article:0ff44e636c1440dd883d1b9c635fe8492021-12-02T20:07:17ZLiteracy, power, and affective (dis)encounter: An ethnographic study on a low-income community in Spain.1932-620310.1371/journal.pone.0252782https://doaj.org/article/0ff44e636c1440dd883d1b9c635fe8492021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0252782https://doaj.org/toc/1932-6203In areas of social exclusion, there are greater risks of facing discrimination at school. The teaching-learning processes may contribute toward the perpetuation of this inequality. This research analyzes a literacy event that takes place in a low-income school in Southern Spain. The new literacy studies have come to examine how power relationships and affective bonds work in such literacy practices. An ethnographic method was followed to facilitate a deeper understanding of multimodal literacy. Further, a social semiotics multimodal approach was adopted to analyze the meaning-making social process that takes place in the classroom. The participants comprised two teachers and 17 children, whose ages range from 5 to 7 years. Data were collected in the form of reports, audio recordings, video recordings, and photographs over a two-years period. The results obtained have revealed that the children have been taught writing and reading through a dominant orthodox model that fails to consider the community's and families' cultural capitals. They also show that the literacy process does not grant any affective quality. Neither is there an authentic dialogic space created between the school and the community. This lack of dialogue generates an inequality in the actual acquisition of comprehensive reading and writing skills at school, with instances of groups exclusion, owing to the anti-hegemonic practices of knowledge acquisition.Elena Guichot-MuñozMaría Jesús Balbás-OrtegaEduardo García-JiménezPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 6, p e0252782 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Elena Guichot-Muñoz María Jesús Balbás-Ortega Eduardo García-Jiménez Literacy, power, and affective (dis)encounter: An ethnographic study on a low-income community in Spain.
description	In areas of social exclusion, there are greater risks of facing discrimination at school. The teaching-learning processes may contribute toward the perpetuation of this inequality. This research analyzes a literacy event that takes place in a low-income school in Southern Spain. The new literacy studies have come to examine how power relationships and affective bonds work in such literacy practices. An ethnographic method was followed to facilitate a deeper understanding of multimodal literacy. Further, a social semiotics multimodal approach was adopted to analyze the meaning-making social process that takes place in the classroom. The participants comprised two teachers and 17 children, whose ages range from 5 to 7 years. Data were collected in the form of reports, audio recordings, video recordings, and photographs over a two-years period. The results obtained have revealed that the children have been taught writing and reading through a dominant orthodox model that fails to consider the community's and families' cultural capitals. They also show that the literacy process does not grant any affective quality. Neither is there an authentic dialogic space created between the school and the community. This lack of dialogue generates an inequality in the actual acquisition of comprehensive reading and writing skills at school, with instances of groups exclusion, owing to the anti-hegemonic practices of knowledge acquisition.
format	article
author	Elena Guichot-Muñoz María Jesús Balbás-Ortega Eduardo García-Jiménez
author_facet	Elena Guichot-Muñoz María Jesús Balbás-Ortega Eduardo García-Jiménez
author_sort	Elena Guichot-Muñoz
title	Literacy, power, and affective (dis)encounter: An ethnographic study on a low-income community in Spain.
title_short	Literacy, power, and affective (dis)encounter: An ethnographic study on a low-income community in Spain.
title_full	Literacy, power, and affective (dis)encounter: An ethnographic study on a low-income community in Spain.
title_fullStr	Literacy, power, and affective (dis)encounter: An ethnographic study on a low-income community in Spain.
title_full_unstemmed	Literacy, power, and affective (dis)encounter: An ethnographic study on a low-income community in Spain.
title_sort	literacy, power, and affective (dis)encounter: an ethnographic study on a low-income community in spain.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/0ff44e636c1440dd883d1b9c635fe849
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Literacy, power, and affective (dis)encounter: An ethnographic study on a low-income community in Spain.

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