Uta Papen | Lancaster University (original) (raw)

Papers by Uta Papen

International Journal of Inclusive Education, Sep 16, 2022

Routledge eBooks, Nov 24, 2022

... ID Code: 33162. Deposited By: Dr Uta Papen. Deposited On: 18 May 2010 13:38. Refereed?: Yes. ... more ... ID Code: 33162. Deposited By: Dr Uta Papen. Deposited On: 18 May 2010 13:38. Refereed?: Yes. Published?: Published. Last Modified: 18 May 2010 13:38. Archive Staff Only: edit this record. Lancaster Eprints is provided by Lancaster ...

Multimodality and Multilingualism

In our project "Peer to Peer Deaf Multiliteracies: research into a sustainable approach to the ed... more In our project "Peer to Peer Deaf Multiliteracies: research into a sustainable approach to the education of deaf children and young adults in the Global South (2017-2020) (ESRC/DFID) we are working with deaf learners, teachers and research assistants in India, Ghana and Uganda. Our overall ethos is a commitment to "Real Literacies" (Street, 2012) whereby we work to identify and support learners' already existing authentic interests and literacy practices. Our pilot project, "Peer to Peer Deaf Literacies" identified that this approach led to learner gains beyond the original focus of improvements in their English reading and writing. Engagements indeed led to measurable gains in English literacy skills for learners, but also to increased capacities in multiliteracies including Sign Language skills, metalinguistic competencies, use of online communication technologies and there was evidence of a deepening of the range of interests accessible through literacies. In the current project we have made use of this awareness of deaf multiliteracies from the beginning. Rather than view accessibility for deaf learners as a question of the provision of additional features to existing content we have built it in to project design. This is exemplified by identification of needs within the target deaf communities, through our workshops with deaf leaders, and carried on via recruitment of deaf staff, with full acceptance of the community's culture and communication preferences (e.g. WhatsApp groups with embedded videos). Most importantly, the content itself is co-designed by deaf learners and their tutors. The UK team provides training, technical infrastructure and theoretical framing. We propose that this approach is a novel in terms of conceptualising accessibility in participatory terms and also that it brings multiliteracies fully into current reconceptions of the positive roles inclusion of deaf communities can bring to theorising multimodalities (Kusters, Spotti, Swanwick, & Tapio, 2017).

Peu de travailleurs ayant un trouble mental grave (TMG) maintiennent plus de six mois un emploi r... more Peu de travailleurs ayant un trouble mental grave (TMG) maintiennent plus de six mois un emploi régulier. Parmi les recherches pour comprendre ce phénomène, aucune ne s’est attardée aux situations d’apprentissage permettant aux travailleurs avec un TMG de gérer leurs symptômes cliniques au travail. Une étude multicas rétrospective sur les usages sociaux de la littératie dans l’autoformation en santé a été menée à cette fin. En sollicitant des récits d’expérience à partir d’artéfacts, il a été possible de reconstituer les situations d’apprentissage antérieures. L’analyse des usages sociaux de la littératie dans ces situations d’apprentissage indique que trois types d’événements de littératie permettent aux travailleurs de gérer leurs symptômes cliniques. Puisque la littératie est une fenêtre qui rend visible les efforts personnels des travailleurs avec un TMG en cours d’apprentissage, éducateurs et chercheurs sont invités à s’y intéresser davantag

Journal of Sociolinguistics, 2012

Since reunification in 1990, Prenzlauer Berg, located in the former East Berlin, has turned from ... more Since reunification in 1990, Prenzlauer Berg, located in the former East Berlin, has turned from a cheap and neglected area into a popular middle class neighbourhood. The area’s new character is reflected in its linguistic landscape. These days the signs of posh shops and trendy bars adorn its streets. But alternative views are noticeable too. Graffiti is present even on the most expensively refurbished buildings and residents put up slogans to protest against their flats being refurbished and sold to new owners. This case study of the changing graphic environment of Prenzlauer Berg shows that despite the strong influence of commercial discourses the public space remains an area of contestation between civil society and the state. The particular approach to linguistic landscape I developed combines textual and visual analysis with interviews with sign producers. This has enabled me to show how the linguistic landscape both reflects as well as shapes social change and urban development in Berlin since reunification.

... ID Code: 1209. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Publis... more ... ID Code: 1209. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Published?: Published. Last Modified: 04 Feb 2008 13:09. Archive Staff Only: edit this record. Lancaster Eprints is provided by Lancaster ...

... ID Code: 1206. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Publis... more ... ID Code: 1206. Deposited By: Dr Uta Papen. Deposited On: 04 Feb 2008 13:09. Refereed?: Published?: Published. Last Modified: 04 Feb 2008 13:09. Archive Staff Only: edit this record. Lancaster Eprints is provided by Lancaster ...

cultura & psyché

Developed in the 1980s by social anthropologists, education researchers and psychologists, the fi... more Developed in the 1980s by social anthropologists, education researchers and psychologists, the field of research known as (New) Literacy Studies (NLS) has put forward a sociocultural understanding of literacy as practice. Although the NLS’ core assumption about literacy—that it is more than a set of cognitive abilities—is still as valid nowadays as it was then, new theoretical ideas have been added to their canon. These include multiliteracies, multimodality, real literacies, materiality and affect. With these notions, literacy researchers continue to challenge conventional discourses about literacy and their disregard for the range of literacy practices people engage in. In this paper, I introduce some of these new theoretical developments. I then discuss their conceptual relevance in the context of two action research projects with deaf children and youth in India, Uganda and Ghana. In these projects, my colleagues and I tried an approach to teaching English to deaf children and y...

Routledge eBooks, Nov 24, 2022

Proceedings of the 2021 AERA Annual Meeting

Deaf children are often marginalised in countries in the Global South, deprived of opportunities ... more Deaf children are often marginalised in countries in the Global South, deprived of opportunities to access education through their L1, a sign language. We discuss a Storymakers project, adapting a multiliteracies resource from Finland brought into a program in four locations in Ghana (1), India (2) and Uganda (1). Taking an ethnographic perspective we investigate how the children's semiotic repertoires were expressed through diverse multimodalities, and what experiences and understandings of multiliteracies learning and teaching were enacted. Diverse findings demonstrate how the project was adapted and taken up by children and their teachers, leveraging multimodal capacities. This research provides support for the notion of semiotic repertoires as an inclusive notion and for a flexible approach to multiliteracies pedagogies. Purposes Deaf children are marginalised in many countries of the Global South, as explained by the World Federation of the Deaf: "Deaf children have historically faced many barriers to quality education, including a denial of quality education in sign language which has led to a denial of their rights" (Murray et al., 2016: 1). In this paper we discuss the findings from a small-scale Storymakers project brought into an established three year multiliteracies program supporting deaf teachers working with deaf children of kindergarden and primary school age in four locations in Ghana (1), India (2) and Uganda (1): "Peer to peer deaf multiliteracies: research into a sustainable approach to education of Deaf children and young adults in developing countries" (P2PDML) funded by the

Discourse, Communication and Tourism

In this paper, we explore how a group of 10 and 11-year-old primary school children engage with a... more In this paper, we explore how a group of 10 and 11-year-old primary school children engage with a picture book about a refugee boy from Somalia. As we examine in some detail a video-recording of the children's discussion, we suggest that the children's emotional engagement with the story was pivotal to not only their making sense of the book but to their critical discussion of the issues the story raised. The discussion we report on here was part of a wider project to examine the use of picture books for critical literacy in schools. Critical literacy is often discussed as a rational endeavour, where children are invited to ask analytical questions about the message a text seeks to communicate and the means by which this is achieved. Following others, for example Anwarrudin (2016), who have challenged this focus on rationalism, we explore the role of emotions in our session. Our data shows that the children's critical-analytical discussions of the story were closely connected with their brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Lancaster E-Prints emotional engagement. We use Norris'(2004) multimodal interaction analysis to examine the children's emotional and embodied engagement with the book and its story. This analysis of the children's words, gestures, posture, gaze and voice quality reveals the complexity of their reactions to the book and specifically the role of 'emotional collisions' (Kuby 2012, p. 35) in provoking embodied and affective reactions but also intellectual curiosity and 'critical engagement' (Johnson and Vasudevan 2012, p. 35). With regards to the role of picture books in critical literacy pedagogy, our paper offers teachers new insights into what processes of thinking, feeling and communicating they can expect to be part of critical literacy lessons. 'emotional force' (Kuby, 2012, p. 32) of texts seems to be ignored. Learning, however, Anwaruddin (2016) suggests, is always an emotional endeavour. That texts (fictional and non-fictional) speak to readers not only as 'analysts' but seek an emotional reaction from us is of course not a new idea (see Rosenblatt, 1978). Emotions, however, may be seen as distracting from or impeding the kind of rational-analytical lens that critical literacy promotes (Janks, 2002; Lewis & Tierney, 2011).

English Language, 2009

... ID Code: 21154. Deposited By: Dr Uta Papen. Deposited On: 16 Dec 2008 10:28. Refereed?: Yes. ... more ... ID Code: 21154. Deposited By: Dr Uta Papen. Deposited On: 16 Dec 2008 10:28. Refereed?: Yes. Published?: Published. Last Modified: 25 May 2010 15:28. Archive Staff Only: edit this record. Lancaster Eprints is provided by Lancaster ...

Aim We discuss two action research projects undertaken with young deaf adults in Ghana, Uganda an... more Aim We discuss two action research projects undertaken with young deaf adults in Ghana, Uganda and India in 2015-2018. The aim has been to develop a new eco-system of learning around language and literacy. Here we focus mostly on work in Ghana and Uganda. Following an approach developed by Street (2012) and others (Rogers 1999), researchers, tutors and students used ethnographic-style methods to explore everyday literacy practices. These “real literacies” provide the basis for teaching-learning activities led by deaf peer tutors. Methods In the first project (2015-2016), deaf research assistants worked with young deaf adults in Ghana and Uganda to understand the ethnographic contexts of English literacy among these deaf communities. Using the "clockface" tool, they collected 27 samples from Ghana and Uganda, along with interviews. Drawing on these samples and interviews, in the second project (2017-2018), deaf project staff from Ghana and Uganda were trained to create less...

International Journal of Inclusive Education, Sep 16, 2022

Routledge eBooks, Nov 24, 2022

Multimodality and Multilingualism

Journal of Sociolinguistics, 2012

cultura & psyché

Routledge eBooks, Nov 24, 2022

Proceedings of the 2021 AERA Annual Meeting

Discourse, Communication and Tourism

English Language, 2009

Literacy is a perennial ‘hot topic’ in Britain and other English-speaking countries. Concerns abo... more Literacy is a perennial ‘hot topic’ in Britain and other English-speaking countries. Concerns about falling standards and a ‘literacy crisis’ are frequently raised. In response, governments initiate new policies and teaching guidelines. This book addresses the current policies, practices and media debates in England, the US, Scotland and Australia. Literacy and Education examines:

How literacy is taught to children in primary schools;
The place of phonics in current policies and the arguments made for and against it;
How teachers deliver phonics lessons and how children engage with the method;
The range of literacy practices children engage with throughout the school day and how they contribute to literacy learning;
The contributions a social and critical perspective on literacy can make to current debates regarding teaching strategies;
A wide range of research conducted in the UK, North America, Australia and other countries.
Bringing together policy, practice and public debate and drawing on the author’s extensive research in a primary school, this essential new textbook provides questions and tasks for readers to engage with. Literacy and Education is ideal for advanced undergraduate and postgraduate students of literacy and education and students on PGCE courses. It will also be of interest to researchers and teachers.

With a radically new perspective on reading, writing and mathematics for adults, this refreshing ... more With a radically new perspective on reading, writing and mathematics for adults, this refreshing and challenging book shows how teachers and curriculum developers have much to gain from understanding the role of literacy in learners' lives, bringing in their families, social networks and jobs. Looking at the practicalities of how teachers and students can work with social practice in mind, Adult Literacy as Social Practice is particularly focused on:

* how a social theory of literacy and numeracy compares with other theoretical perspectives
* how to analyze reading and writing in everyday life using the concepts of social literacy as analytical tools, and what this tells us about learners' teaching needs

Literacy and Globalization is an innovative study of everyday reading and writing in the context ... more Literacy and Globalization is an innovative study of everyday reading and writing in
the context of social and cultural change. It is the first study of its kind to specifi-
cally address the role of globalization in relation to literacy in development contexts.
Based on the author’s extended fieldwork in Namibia in 1999 and 2000, the
book presents in-depth accounts of local people’s literacy practices in a country that
only recently entered the global market and which currently undergoes significant
social and economic change.
At the centre of the book are several groups of black Namibians who live in Windhoek,
the capital, and in the northern regions of Damaraland and Kaokoveld. The end
of South African occupation in 1990 and the opening of the country to the global
market has brought significant changes to the lives of these Namibians. The effects of
these are most visible in the area of tourism, a growing sector of Namibia’s economy
and a major theme of the book. In a series of vivid accounts, the author describes how
individual people and communities engage with texts such as payment reminders for
goods bought on credit, invoices for electricity received from the Municipality or signboards
put up in order to attract tourists to a local campsite or craft centre.
The main argument of the book is that in times of social and economic change,
written texts are always implicated in structures of power and inequality. Everyday
literacy practices – people’s ways of dealing with such texts – are fashioned by both
local and global economic and cultural forces. Based on these insights, in the final
chapters of the book, Uta Papen develops a concept of learning that emphasizes participation
in new social practices, mediation and learning by doing. In doing so, she
challenges conventional ideas of literacy as a skill that is taught and learned primarily in educational settings