University of Oulu

Räisänen, S., Korkeamäki, R. (2018) Hysteresis in the Third Space? Pupils’ and Their Parents’ Fitting Process to the Hidden Curriculum of New Literacy Practices. Journal of Education and Development, 2 (1), 55. doi:10.20849/jed.v2i1.363

Hysteresis in the third space? : pupils’ and their parents’ fitting process to the hidden curriculum of new literacy practices

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Author: Räisänen, Sari1; Korkeamäki, Riitta-Liisa1
Organizations: 1Faculty of Education, University of Oulu
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.2 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2018062826605
Language: English
Published: July Press, 2018
Publish Date: 2018-06-28
Description:

Abstract

ew literacies offer new spaces for literacy learning and teaching in schools and influence the social structures of the classroom community through the pupils’ possibilities for collaboration and communication. The social structures in education are often referred with the concept of hidden curriculum, because the social equities/inequities are indicated in hidden messages, for example in values, attitudes and beliefs. This study explored the hidden literacy curriculum in a Finnish first-grade classroom community experiencing a change of traditional literacy practices towards new literacies. We chose Bourdieu and Gee as our thinking companions because their theoretical concepts involving change and identity building enabled us to gain a better understanding of the phenomena. We followed the pupils’ and the parents’ ways of fitting to the change. It became evident that the teachers need to support the pupils as well as the parents and to use different tactics for making the change successful.

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Series: Journal of education and development
ISSN: 2529-7996
ISSN-E: 2591-7250
ISSN-L: 2529-7996
Volume: 2
Issue: 1
Pages: 55 - 65
DOI: 10.20849/jed.v2i1.363
OADOI: https://oadoi.org/10.20849/jed.v2i1.363
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This research was supported partly by a grant from the University of Oulu, Faculty of Education.
Copyright information: Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).
  https://creativecommons.org/licenses/by/4.0/