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Rethinking Multiliteracies: Deaf Children Storymakers in Ghana, India and Uganda.: Paper presented at the roundtable “Multiliteracies and multimodality in reclaiming authority in reading” Writing and Literacies SIG

Research output: Contribution to conference - Without ISBN/ISSN Conference paperpeer-review

Published
Publication date9/04/2021
Number of pages9
<mark>Original language</mark>English
EventAmerican Educational Research Association Virtual Annual Meeting: Accepting Educational Responsibility - Virtual meeting, United States
Duration: 9/04/202112/04/2021
https://www.aera.net/Events-Meetings/Annual-Meeting

Conference

ConferenceAmerican Educational Research Association Virtual Annual Meeting
Abbreviated titleAERA 2021
CountryUnited States
Period9/04/2112/04/21
Internet address

Abstract

Deaf children are often marginalised in countries in the Global South, deprived of opportunities to access education through their L1, a sign language. We discuss a Storymakers project, adapting a multiliteracies resource from Finland brought into a program in four locations in Ghana (1), India (2) and Uganda (1). Taking an ethnographic perspective we investigate how the children’s semiotic repertoires were expressed through diverse multimodalities, and what experiences and understandings of multiliteracies learning and teaching were enacted. Diverse findings demonstrate how the project was adapted and taken up by children and their teachers, leveraging multimodal capacities. This research provides support for the notion of semiotic repertoires as an inclusive notion and for a flexible approach to multiliteracies pedagogies.