Enacting Ideologies: Studies of Multimodal Discourse in Mediating Macro- and Micro-Social Worlds

Session Submission Type: Symposium

Abstract

An ineluctable challenge in education is how to address interrelationships between the general and the specific – between multimodal discourses occurring at macro- (e.g., idelogical) levels and those that take place at microsocial (face-to-face) levels. We present findings from three different research projects (i.e., a Chinese American teacher interacting with her sixth grade students, a multimodal and narrative analysis of a political ad depicting China as superior to the U.S, and a study of female bullying in a college literacy methods course) to explore (1) the complex interplay between micro- and macro-level processes that shape and influence social functioning, and (2) the role of linguistic and multimodal mediational means in shaping the complex interplay between micro- and macro-level social functioning.

Sub Unit

• Division G - Social Context of Education / Section 5: Social Context of Research on Schools and Communities

Chair

• James Richard Gavelek, University of Illinois at Chicago

Papers

• Global Positioning: Language Ideologies and Multimodality in a Classroom With Chinese American English Language Learners - Joseph C. Rumenapp, University of Illinois at Chicago

• A Multimodal Analysis of the “Chinese Professor”: Narrative Construction and Positioning in Economic Hard Times - Mary B. McVee, University at Buffalo - SUNY; Colette Carse, University at Buffalo/SUNY

• “Mean Girls” Go to College: Conflicting Story Lines in Female-Against-Female Bullying - Cynthia H. Brock, University of Nevada - Reno

Discussant

• Aria Razfar, University of Illinois at Chicago