Nnabuike Chibuoke Ngene
Teaching Philosophy in a Teaching Portfolio: Domain Knowledge and Guidance
Advances in medical education and practice
areas social exclusion greater risks facing discrimination school teachinglearning processes may contribute toward perpetuation inequality research analyzes literacy event takes place lowincome school southern spain new literacy studies come examine power relationships affective bonds work literacy practices ethnographic method followed facilitate deeper understanding multimodal literacy social semiotics multimodal approach adopted analyze meaningmaking social process takes place classroom participants comprised two teachers 17 children whose ages range 5 7 years data collected form reports audio recordings video recordings photographs twoyears period results obtained revealed children taught writing reading dominant orthodox model fails consider communitys families cultural capitals also show literacy process grant affective quality neither authentic dialogic space created school community lack dialogue generates inequality actual acquisition comprehensive reading writing skills school instances groups exclusion owing antihegemonic practices knowledge acquisition