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This book brings together social semiotics, cultural studies,
multiliteracies, and other approaches in order to theorize very
different learning environments, giving visibility to the modal
effect in a range of disciplines. It highlights the ideological
nature of discursive practices, examines questions of access, and
argues for transformation of these practices, with a constant eye
on issues of social justice and equity. Contributors argue that we
can harness learners' representational resources through making
these resources visible, and creating less regulated spaces in the
curriculum in which they can be used. Examples from primary
education through to adult continuing education are used throughout
the text.
This book brings together social semiotics, cultural studies,
multiliteracies, and other approaches in order to theorize very
different learning environments, giving visibility to the modal
effect in a range of disciplines. It highlights the ideological
nature of discursive practices, examines questions of access, and
argues for transformation of these practices, with a constant eye
on issues of social justice and equity. Contributors argue that we
can harness learners' representational resources through making
these resources visible, and creating less regulated spaces in the
curriculum in which they can be used. Examples from primary
education through to adult continuing education are used throughout
the text.
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