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Reading other worlds, reading my world

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dc.contributor.author Hinchion, Carmel
dc.contributor.author Hennessy, Jennifer
dc.date.accessioned 2013-03-06T15:51:54Z
dc.date.available 2013-03-06T15:51:54Z
dc.date.issued 2009
dc.identifier.uri http://hdl.handle.net/10344/2940
dc.description peer-reviewed en_US
dc.description.abstract In this article, Carmel Hinchion and Jennifer Hennessy reflect on a project undertaken by the Ubuntu Network in partnership with pre-service English teachers and their lecturers at the University of Limerick. The project was set in the context of an English pedagogy course as part of the undergraduate initial teacher education (ITE) programme where student English teachers prepare for teaching in post-primary classrooms. Their article focuses on a literature unit where ‘culturally salient’ texts were chosen to promote, not only a reading of the word but of the world (Freire, 1970). A culturally salient text, as understood by Kress (1995), is one that allows us to ask questions about its significance in its own cultural domain and for other cultures. Drawing on the metaphor of a ‘reconstitutive mirroring experience’ (O’Loughlin, 2009), literature acts as a reflexive and reflective medium in shaping a world view. en_US
dc.language.iso eng en_US
dc.publisher Centre for Global Education en_US
dc.relation.ispartofseries Policy and Practice: A Development Education Review;9, pp. 7-22
dc.relation.uri http://www.developmenteducationreview.com/issue9-focus1
dc.subject English teachers en_US
dc.subject post-primary en_US
dc.subject pedagogy en_US
dc.subject Ubuntu project en_US
dc.title Reading other worlds, reading my world en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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