Visualizing intercultural literacy: engaging critically with diversity and migration in the classroom through an image-based approach.

Accessible forms of language, learning and literacy, as well as strategies that support intercultural communication are needed for the diverse population of refugee, asylum seeker and migrant children within schools. The research projectJourneys from Images to Wordsexplored the potential of visual texts to address these issues. Working in Glasgow primary schools within critical pedagogical frameworks that invite sharing of personal narratives and of cultural knowledge, the researchers examined and evaluated an image-based approach, both for reading and responding to a selection of children's texts and for obtaining an insight into the home literacy practices of diverse communities. In this article, a ‘generative theme’, as used by Paulo Freire is used to examine how students engaged with reading visual texts, shared their responses and extended their intercultural understanding. The results from this project provide evidence for the inclusion of visual texts and methodologies within critical pedagogies in order to develop intercultural literacy in the classroom. [ABSTRACT FROM PUBLISHER]

Para apoyar a la población diversa de niños refugiados, solicitantes de asilo y migrantes en el colegio, son necesarias tanto formas accessibles de lenguage, aprendizaje y prácticas letradas, como también estrategias de comunicación intercultural. El proyecto de investigación,Travesías desde las imágenes hacia las palabrasse dirige a este tema al explorar el potencial de textos visuales. Las investigadoras trabajaron en colegios de primaria en Glasgow a partir de marcos pedagógicos que invitaron a compartir narrativas personales y conocimientos culturales. Examinaron y evaluaron estrategias visuales, tanto para la lectura de una selección de textos para niños, como para obtener una mejor percepción de las prácticas de lectura de comunidades diversas. En este artículo, el ‘tema generador’, según Paulo Freire, se usa para examinar cómo los alumnos se acercaron a los textos visuales, compartieron sus respuestas y extendieron su con entendimiento intercultural. Los resultados de este proyecto aportan evidencia para incluir textos y metodologías visuales dentro de pedagogías críticas con el objetivo de desarrollar prácticas letradas interculturales en el aula. [ABSTRACT FROM PUBLISHER]

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