David Poveda
Literacy Artifacts and the Semiotic Landscape of a Spanish Secondary School
Autonomous University of Madrid
abstract article examine literacy artifacts placed students different locations staterun secondary school city madrid spain data gathered part twoyear long multilevel ethnography focused social academic trajectories immigrant students spanish compulsory secondary education analysis draws concepts developed semiotics linguistic anthropology literacy studies social geography two broad types literacy artifacts configured schools semiotic landscape political texts graffiti turn artifacts tied two youth expressive styles present school leftwing anarkas latino reggaetoneros students associated expressive styles tended different ethnic backgrounds followed different socioacademic trajectories anarkas tended spanish origin often moved preuniversity education reggaetoneros predominantly latin american geared towards vocationalremedial forms secondary education drawing concepts social geography analysis suggests anarka texts occupied official spaces school construed place reggaetonero artifacts occupied unofficial spaces construed place argue distribution alongside institutional practices discourses contributed construction latin american origin immigrant students less favorable academic trajectories