Verbal/Visual Narrative Texts in Higher Education

1. Auflage 2008
ISBN: 978-3-03911-672-0
Verlag: Peter Lang

Buch, Englisch, Band 80, 384 Seiten, Format (B × H): 150 mm x 220 mm, Gewicht: 540 g

Reihe: Linguistic Insights

The present is a time of major change in the world of higher education. Conceptions of knowledge and learning as well as course provision are being powerfully altered by current socio-political agendas, constantly evolving technology, demographic developments. The question of identity and its construction in narrative are central to reflection on these issues. Indeed the construction of multimodal/hybridized narratives involves discoursal processes where perceptions of culture and identity, attitudinal and evaluative stances are represented, negotiated, marginalized, transformed.

This volume presents a rich variety of perspectives on verbal/visual narrative texts in higher education coming from Europe, North America, South Africa, China and Australia. It includes case studies and original research from a wide spectrum of disciplinary domains (political science, law, medicine, biology, ICT, teacher education) set in a range of different education contexts (online communities and classrooms; native-speaker/nonnative-speaker, intercultural and multilingual/multiethnic milieus).

Autoren/Hrsg.

Solly, Martin

Campagna, Sandra

Conoscenti, Michelangelo

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Hochschuldidaktik

Inhaltsverzeichnis

Contents: Martin Solly: Introduction – David Block: Narrative, Identity and Interviews: A Personal Reflection on Key Constructs and Analytical Practices – Lawrence M. Solan: Talking like a Person, Thinking like a Lawyer (and Vice versa) – Davide Simone Giannoni: Biomedical Laboratory Narratives: Linguistic and Disciplinary Traits – Ying Danjun/Huang Aifeng: Narratives in Interaction: Co-constructing Teacher Identity within Classroom Discourse – Martin Solly: Narrative and Identity in Contemporary Language Learning Policy – Robin Goodfellow: Digital Literacies: Texts, Knowledge and Power in Higher Education – Carey Jewitt: A Multimodal Take on School English – Sandra Campagna: The Truman Show of the High-fliers Market: a Case Study of Educational Identity – Margaret Rasulo: The Concept of ‘Identity Formation’ within Online Professional Learning Communities – Anthony Baldry: What is Multimodality for? Syllabus Construction in English Text Studies for Communication Sciences – Felix Banda: Contrasting Discourse Practices and Interaction Strategies among Urban and Rural Black Students in English Tertiary Education Contexts in South Africa – Robyn Woodward-Kron: Learner Medical Discourse and Intercultural Clinical Communication: Towards a Contextually Informed Teaching Framework – Michelangelo Conoscenti: Intercultural Issues in a Virtual Diplomacy SIG: A Discourse Analysis Approach – Maria Cristina Paganoni: Local and Global Identity on News Sites: Al Jazeera’s English-language Website – Giuseppina Cortese: Focus on Narrative. Linguistic and Textual Empowerment in Learning as Action Research.

Über Autor(innen)

The Editors: Martin Solly is Associate Professor of English Language and Translation at the Faculty of Education of the University of Florence, Italy.
Michelangelo Conoscenti is Professor of English Language and Translation at the Faculty of Political Science of the University of Turin, Italy.
Sandra Campagna is Associate Professor of English Language and Translation at the Faculty of Economics of the University of Turin, Italy.