Peu de travailleurs ayant un trouble mental grave (TMG) maintiennent plus de six mois un emploi r... more Peu de travailleurs ayant un trouble mental grave (TMG) maintiennent plus de six mois un emploi régulier. Parmi les recherches pour comprendre ce phénomène, aucune ne s’est attardée aux situations d’apprentissage permettant aux travailleurs avec un TMG de gérer leurs symptômes cliniques au travail. Une étude multicas rétrospective sur les usages sociaux de la littératie dans l’autoformation en santé a été menée à cette fin. En sollicitant des récits d’expérience à partir d’artéfacts, il a été possible de reconstituer les situations d’apprentissage antérieures. L’analyse des usages sociaux de la littératie dans ces situations d’apprentissage indique que trois types d’événements de littératie permettent aux travailleurs de gérer leurs symptômes cliniques. Puisque la littératie est une fenêtre qui rend visible les efforts personnels des travailleurs avec un TMG en cours d’apprentissage, éducateurs et chercheurs sont invités à s’y intéresser davantag
Since reunification in 1990, Prenzlauer Berg, located in the former East Berlin, has turned from ... more Since reunification in 1990, Prenzlauer Berg, located in the former East Berlin, has turned from a cheap and neglected area into a popular middle class neighbourhood. The area’s new character is reflected in its linguistic landscape. These days the signs of posh shops and trendy bars adorn its streets. But alternative views are noticeable too. Graffiti is present even on the most expensively refurbished buildings and residents put up slogans to protest against their flats being refurbished and sold to new owners. This case study of the changing graphic environment of Prenzlauer Berg shows that despite the strong influence of commercial discourses the public space remains an area of contestation between civil society and the state. The particular approach to linguistic landscape I developed combines textual and visual analysis with interviews with sign producers. This has enabled me to show how the linguistic landscape both reflects as well as shapes social change and urban development in Berlin since reunification.
... ID Code: 1209. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Publis... more ... ID Code: 1209. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Published?: Published. Last Modified: 04 Feb 2008 13:09. Archive Staff Only: edit this record. Lancaster Eprints is provided by Lancaster ...
... ID Code: 1206. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Publis... more ... ID Code: 1206. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Published?: Published. Last Modified: 04 Feb 2008 13:09. Archive Staff Only: edit this record. Lancaster Eprints is provided by Lancaster ...
Developed in the 1980s by social anthropologists, education researchers and psychologists, the fi... more Developed in the 1980s by social anthropologists, education researchers and psychologists, the field of research known as (New) Literacy Studies (NLS) has put forward a sociocultural understanding of literacy as practice. Although the NLS’ core assumption about literacy—that it is more than a set of cognitive abilities—is still as valid nowadays as it was then, new theoretical ideas have been added to their canon. These include multiliteracies, multimodality, real literacies, materiality and affect. With these notions, literacy researchers continue to challenge conventional discourses about literacy and their disregard for the range of literacy practices people engage in. In this paper, I introduce some of these new theoretical developments. I then discuss their conceptual relevance in the context of two action research projects with deaf children and youth in India, Uganda and Ghana. In these projects, my colleagues and I tried an approach to teaching English to deaf children and y...
... ID Code: 21154. Deposited By: Dr Uta Papen. Deposited On: 16 Dec 2008 10:28. Refereed?: Yes. ... more ... ID Code: 21154. Deposited By: Dr Uta Papen. Deposited On: 16 Dec 2008 10:28. Refereed?: Yes. Published?: Published. Last Modified: 25 May 2010 15:28. Archive Staff Only: edit this record. Lancaster Eprints is provided by Lancaster ...
Aim We discuss two action research projects undertaken with young deaf adults in Ghana, Uganda an... more Aim We discuss two action research projects undertaken with young deaf adults in Ghana, Uganda and India in 2015-2018. The aim has been to develop a new eco-system of learning around language and literacy. Here we focus mostly on work in Ghana and Uganda. Following an approach developed by Street (2012) and others (Rogers 1999), researchers, tutors and students used ethnographic-style methods to explore everyday literacy practices. These “real literacies” provide the basis for teaching-learning activities led by deaf peer tutors. Methods In the first project (2015-2016), deaf research assistants worked with young deaf adults in Ghana and Uganda to understand the ethnographic contexts of English literacy among these deaf communities. Using the "clockface" tool, they collected 27 samples from Ghana and Uganda, along with interviews. Drawing on these samples and interviews, in the second project (2017-2018), deaf project staff from Ghana and Uganda were trained to create less...
Globe: Revue internationale d’études québécoises, 2013
Le texte présente une entrevue avec Uta Papen, préparée par Karine Collette, dans l’objectif de c... more Le texte présente une entrevue avec Uta Papen, préparée par Karine Collette, dans l’objectif de construire un dialogue réflexif différé entre certains traits ou éléments constitutifs des études québécoises publiées dans ce numéro et une perspective théorique considérée comme dominante dans le champ anglo-saxon des études de littératie : les New Literacy Studies. Nous avons voulu recueillir et présenter le regard que peut poser, sur nos études québécoises, un chercheur anglo-américain influencé par l’anthropologie et l’ethnographie, dans le but de nourrir les échanges et la réflexion. Uta Papen incarne ici le courant anglo-saxon et se prête à la mise en scène d’une « entrevue » qui n’a rien de spontané : les textes commentés ont été préalablement échangés ; les questions ont été formulées et présentées à l’avance ; les « réponses » ont été préparées, relues et au besoin peaufinées. Il en ressort un « dialogue » où un grand nombre de voix (des auteurs et des courants de référence) se ...
Peu de travailleurs ayant un trouble mental grave (TMG) maintiennent plus de six mois un emploi r... more Peu de travailleurs ayant un trouble mental grave (TMG) maintiennent plus de six mois un emploi régulier. Parmi les recherches pour comprendre ce phénomène, aucune ne s’est attardée aux situations d’apprentissage permettant aux travailleurs avec un TMG de gérer leurs symptômes cliniques au travail. Une étude multicas rétrospective sur les usages sociaux de la littératie dans l’autoformation en santé a été menée à cette fin. En sollicitant des récits d’expérience à partir d’artéfacts, il a été possible de reconstituer les situations d’apprentissage antérieures. L’analyse des usages sociaux de la littératie dans ces situations d’apprentissage indique que trois types d’événements de littératie permettent aux travailleurs de gérer leurs symptômes cliniques. Puisque la littératie est une fenêtre qui rend visible les efforts personnels des travailleurs avec un TMG en cours d’apprentissage, éducateurs et chercheurs sont invités à s’y intéresser davantag
Since reunification in 1990, Prenzlauer Berg, located in the former East Berlin, has turned from ... more Since reunification in 1990, Prenzlauer Berg, located in the former East Berlin, has turned from a cheap and neglected area into a popular middle class neighbourhood. The area’s new character is reflected in its linguistic landscape. These days the signs of posh shops and trendy bars adorn its streets. But alternative views are noticeable too. Graffiti is present even on the most expensively refurbished buildings and residents put up slogans to protest against their flats being refurbished and sold to new owners. This case study of the changing graphic environment of Prenzlauer Berg shows that despite the strong influence of commercial discourses the public space remains an area of contestation between civil society and the state. The particular approach to linguistic landscape I developed combines textual and visual analysis with interviews with sign producers. This has enabled me to show how the linguistic landscape both reflects as well as shapes social change and urban development in Berlin since reunification.
... ID Code: 1209. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Publis... more ... ID Code: 1209. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Published?: Published. Last Modified: 04 Feb 2008 13:09. Archive Staff Only: edit this record. Lancaster Eprints is provided by Lancaster ...
... ID Code: 1206. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Publis... more ... ID Code: 1206. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Published?: Published. Last Modified: 04 Feb 2008 13:09. Archive Staff Only: edit this record. Lancaster Eprints is provided by Lancaster ...
Developed in the 1980s by social anthropologists, education researchers and psychologists, the fi... more Developed in the 1980s by social anthropologists, education researchers and psychologists, the field of research known as (New) Literacy Studies (NLS) has put forward a sociocultural understanding of literacy as practice. Although the NLS’ core assumption about literacy—that it is more than a set of cognitive abilities—is still as valid nowadays as it was then, new theoretical ideas have been added to their canon. These include multiliteracies, multimodality, real literacies, materiality and affect. With these notions, literacy researchers continue to challenge conventional discourses about literacy and their disregard for the range of literacy practices people engage in. In this paper, I introduce some of these new theoretical developments. I then discuss their conceptual relevance in the context of two action research projects with deaf children and youth in India, Uganda and Ghana. In these projects, my colleagues and I tried an approach to teaching English to deaf children and y...
... ID Code: 21154. Deposited By: Dr Uta Papen. Deposited On: 16 Dec 2008 10:28. Refereed?: Yes. ... more ... ID Code: 21154. Deposited By: Dr Uta Papen. Deposited On: 16 Dec 2008 10:28. Refereed?: Yes. Published?: Published. Last Modified: 25 May 2010 15:28. Archive Staff Only: edit this record. Lancaster Eprints is provided by Lancaster ...
Aim We discuss two action research projects undertaken with young deaf adults in Ghana, Uganda an... more Aim We discuss two action research projects undertaken with young deaf adults in Ghana, Uganda and India in 2015-2018. The aim has been to develop a new eco-system of learning around language and literacy. Here we focus mostly on work in Ghana and Uganda. Following an approach developed by Street (2012) and others (Rogers 1999), researchers, tutors and students used ethnographic-style methods to explore everyday literacy practices. These “real literacies” provide the basis for teaching-learning activities led by deaf peer tutors. Methods In the first project (2015-2016), deaf research assistants worked with young deaf adults in Ghana and Uganda to understand the ethnographic contexts of English literacy among these deaf communities. Using the "clockface" tool, they collected 27 samples from Ghana and Uganda, along with interviews. Drawing on these samples and interviews, in the second project (2017-2018), deaf project staff from Ghana and Uganda were trained to create less...
Globe: Revue internationale d’études québécoises, 2013
Le texte présente une entrevue avec Uta Papen, préparée par Karine Collette, dans l’objectif de c... more Le texte présente une entrevue avec Uta Papen, préparée par Karine Collette, dans l’objectif de construire un dialogue réflexif différé entre certains traits ou éléments constitutifs des études québécoises publiées dans ce numéro et une perspective théorique considérée comme dominante dans le champ anglo-saxon des études de littératie : les New Literacy Studies. Nous avons voulu recueillir et présenter le regard que peut poser, sur nos études québécoises, un chercheur anglo-américain influencé par l’anthropologie et l’ethnographie, dans le but de nourrir les échanges et la réflexion. Uta Papen incarne ici le courant anglo-saxon et se prête à la mise en scène d’une « entrevue » qui n’a rien de spontané : les textes commentés ont été préalablement échangés ; les questions ont été formulées et présentées à l’avance ; les « réponses » ont été préparées, relues et au besoin peaufinées. Il en ressort un « dialogue » où un grand nombre de voix (des auteurs et des courants de référence) se ...
Literacy is a perennial ‘hot topic’ in Britain and other English-speaking countries. Concerns abo... more Literacy is a perennial ‘hot topic’ in Britain and other English-speaking countries. Concerns about falling standards and a ‘literacy crisis’ are frequently raised. In response, governments initiate new policies and teaching guidelines. This book addresses the current policies, practices and media debates in England, the US, Scotland and Australia. Literacy and Education examines:
How literacy is taught to children in primary schools; The place of phonics in current policies and the arguments made for and against it; How teachers deliver phonics lessons and how children engage with the method; The range of literacy practices children engage with throughout the school day and how they contribute to literacy learning; The contributions a social and critical perspective on literacy can make to current debates regarding teaching strategies; A wide range of research conducted in the UK, North America, Australia and other countries. Bringing together policy, practice and public debate and drawing on the author’s extensive research in a primary school, this essential new textbook provides questions and tasks for readers to engage with. Literacy and Education is ideal for advanced undergraduate and postgraduate students of literacy and education and students on PGCE courses. It will also be of interest to researchers and teachers.
With a radically new perspective on reading, writing and mathematics for adults, this refreshing ... more With a radically new perspective on reading, writing and mathematics for adults, this refreshing and challenging book shows how teachers and curriculum developers have much to gain from understanding the role of literacy in learners' lives, bringing in their families, social networks and jobs. Looking at the practicalities of how teachers and students can work with social practice in mind, Adult Literacy as Social Practice is particularly focused on:
* how a social theory of literacy and numeracy compares with other theoretical perspectives * how to analyze reading and writing in everyday life using the concepts of social literacy as analytical tools, and what this tells us about learners' teaching needs
Literacy and Globalization is an innovative study of everyday reading and writing in
the context ... more Literacy and Globalization is an innovative study of everyday reading and writing in the context of social and cultural change. It is the first study of its kind to specifi- cally address the role of globalization in relation to literacy in development contexts. Based on the author’s extended fieldwork in Namibia in 1999 and 2000, the book presents in-depth accounts of local people’s literacy practices in a country that only recently entered the global market and which currently undergoes significant social and economic change. At the centre of the book are several groups of black Namibians who live in Windhoek, the capital, and in the northern regions of Damaraland and Kaokoveld. The end of South African occupation in 1990 and the opening of the country to the global market has brought significant changes to the lives of these Namibians. The effects of these are most visible in the area of tourism, a growing sector of Namibia’s economy and a major theme of the book. In a series of vivid accounts, the author describes how individual people and communities engage with texts such as payment reminders for goods bought on credit, invoices for electricity received from the Municipality or signboards put up in order to attract tourists to a local campsite or craft centre. The main argument of the book is that in times of social and economic change, written texts are always implicated in structures of power and inequality. Everyday literacy practices – people’s ways of dealing with such texts – are fashioned by both local and global economic and cultural forces. Based on these insights, in the final chapters of the book, Uta Papen develops a concept of learning that emphasizes participation in new social practices, mediation and learning by doing. In doing so, she challenges conventional ideas of literacy as a skill that is taught and learned primarily in educational settings
Uploads
Papers by Uta Papen
How literacy is taught to children in primary schools;
The place of phonics in current policies and the arguments made for and against it;
How teachers deliver phonics lessons and how children engage with the method;
The range of literacy practices children engage with throughout the school day and how they contribute to literacy learning;
The contributions a social and critical perspective on literacy can make to current debates regarding teaching strategies;
A wide range of research conducted in the UK, North America, Australia and other countries.
Bringing together policy, practice and public debate and drawing on the author’s extensive research in a primary school, this essential new textbook provides questions and tasks for readers to engage with. Literacy and Education is ideal for advanced undergraduate and postgraduate students of literacy and education and students on PGCE courses. It will also be of interest to researchers and teachers.
* how a social theory of literacy and numeracy compares with other theoretical perspectives
* how to analyze reading and writing in everyday life using the concepts of social literacy as analytical tools, and what this tells us about learners' teaching needs
the context of social and cultural change. It is the first study of its kind to specifi-
cally address the role of globalization in relation to literacy in development contexts.
Based on the author’s extended fieldwork in Namibia in 1999 and 2000, the
book presents in-depth accounts of local people’s literacy practices in a country that
only recently entered the global market and which currently undergoes significant
social and economic change.
At the centre of the book are several groups of black Namibians who live in Windhoek,
the capital, and in the northern regions of Damaraland and Kaokoveld. The end
of South African occupation in 1990 and the opening of the country to the global
market has brought significant changes to the lives of these Namibians. The effects of
these are most visible in the area of tourism, a growing sector of Namibia’s economy
and a major theme of the book. In a series of vivid accounts, the author describes how
individual people and communities engage with texts such as payment reminders for
goods bought on credit, invoices for electricity received from the Municipality or signboards
put up in order to attract tourists to a local campsite or craft centre.
The main argument of the book is that in times of social and economic change,
written texts are always implicated in structures of power and inequality. Everyday
literacy practices – people’s ways of dealing with such texts – are fashioned by both
local and global economic and cultural forces. Based on these insights, in the final
chapters of the book, Uta Papen develops a concept of learning that emphasizes participation
in new social practices, mediation and learning by doing. In doing so, she
challenges conventional ideas of literacy as a skill that is taught and learned primarily in educational settings