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Article: 'We don't do anything': analysing legitimate knowledge construction in multilingual schools

Title'We don't do anything': analysing legitimate knowledge construction in multilingual schools
Authors
Issue Date2015
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/hped20
Citation
Pedagogies: An International Journal, 2015 How to Cite?
AbstractThis paper focuses on the production of legitimate knowledge in the multicultural and multilingual classrooms of two different programs designed to “cater for diversity” at secondary schools in the Madrid region. Following a critical sociolinguistic approach, we discuss the links between local discursive practices, the institutional context and the wider social and ideological order. Our analysis of data taken from two schools, reveals the ways in which, under certain conditions, teachers (re)produce the social order as they define what counts as legitimate knowledge and its forms of production and distribution (i.e. how it is taught, who is considered a legitimate agent in the transmission of knowledge, who decides what the legitimate sources of knowledge are, who possesses valid knowledge in the classroom, who knows and who does not, etc.). We also document some of the consequences of this process for a group of students of different immigrant backgrounds, recently arrived in the Madrid classrooms, in terms of their academic success and social mobility.
Persistent Identifierhttp://hdl.handle.net/10722/189489
ISSN
2015 SCImago Journal Rankings: 0.251

 

DC FieldValueLanguage
dc.contributor.authorPatiño-Santos, Aen_US
dc.contributor.authorPerez Milans, Men_US
dc.contributor.authorRelaño, AMen_US
dc.date.accessioned2013-09-17T14:43:13Z-
dc.date.available2013-09-17T14:43:13Z-
dc.date.issued2015en_US
dc.identifier.citationPedagogies: An International Journal, 2015en_US
dc.identifier.issn1554-480X-
dc.identifier.urihttp://hdl.handle.net/10722/189489-
dc.description.abstractThis paper focuses on the production of legitimate knowledge in the multicultural and multilingual classrooms of two different programs designed to “cater for diversity” at secondary schools in the Madrid region. Following a critical sociolinguistic approach, we discuss the links between local discursive practices, the institutional context and the wider social and ideological order. Our analysis of data taken from two schools, reveals the ways in which, under certain conditions, teachers (re)produce the social order as they define what counts as legitimate knowledge and its forms of production and distribution (i.e. how it is taught, who is considered a legitimate agent in the transmission of knowledge, who decides what the legitimate sources of knowledge are, who possesses valid knowledge in the classroom, who knows and who does not, etc.). We also document some of the consequences of this process for a group of students of different immigrant backgrounds, recently arrived in the Madrid classrooms, in terms of their academic success and social mobility.-
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/hped20-
dc.relation.ispartofPedagogies: An International Journalen_US
dc.title'We don't do anything': analysing legitimate knowledge construction in multilingual schoolsen_US
dc.typeArticleen_US
dc.identifier.emailPerez Milans, M: mpmilans@hku.hken_US
dc.identifier.authorityPerez Milans, M=rp01652en_US
dc.identifier.hkuros222054en_US
dc.publisher.placeUnited States-

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