Advertisement

Same Meaning, Different Production

  • Jennifer Rowsell
Part of the Studies in Childhood and Youth book series (SCY)

Abstract

When I think and read about meaning making and production, a favourite phrase comes to mind: two things can be equally true at the same time. What I admire about this phrase is that there are a number of stories and alternative realities that it invites. It reminds me that one can simultaneously feel conflicting emotions about the same idea in the same moment, or, to nuance this thought, the same idea can be depicted in multiple ways with a similar emotional outcome. The whole idea illustrates the entangled nature of emotions and embodied sensibilities, and ultimately the phrase allows for more agency in meaning making and production. Take the following two renditions of the concept of hope A poem and a photograph: both texts produced through different representational modes; in different genres; and with different aesthetic histories. In the poem, Maya Angelou captures the day-to-day struggles of anyone who feels fear, anger and sadness yet continues to hope and to persevere. The photo is of a young woman wearing a striking blue dress sitting in a streetscape alleyway. Taken by a high school student for an assignment on image archetypes, the title of the photo is The Maiden and her artist statement discusses how the photograph represents hope in the face of struggles. Both texts represent hope. Hope is personal and public; hope can be visual and written; hope is felt and enacted; hope is powerful sometimes, tokenistic other times. Yet, two versions of hope can be equally true at the same time.

Keywords

Field Note Picture Book Body Awareness Visual Method Meaning Making 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Barthes, R. (1967) The Death of the Author. Trans. Richard Howard. London: Bloomsbury.Google Scholar
  2. Design Literacies (2010) http://www.amazon.com/Design-Literacies-LearningInnovation-Digital/dp/0415559642
  3. Finnegan, R. (2002) Communicating: The multiple modes of human interconnection. London: Routledge.Google Scholar
  4. Flewitt, R. (2005) Conducting research with young children: some ethical considerations. Early Child Development and Care, 175 (6), 553–565.CrossRefGoogle Scholar
  5. Galletta, A. and Jones, V. (2010) Why are you doing this? Questions on purpose, structure, and outcomes in participatory action research engaging youth and teacher candidates. Educational Studies, 46, 337–357.CrossRefGoogle Scholar
  6. Heathcote, D. and Bolton, G. (1995) Drama for Learning: Dorothy Heathcote’s Mantle of the Expert approach to education. Portsmouth, NH: Heinemann.Google Scholar
  7. Hurdley, R. (2006) Dismantling mantelpieces: Narrating identities and materialising culture in the home. Sociology, 40, 717–733.CrossRefGoogle Scholar
  8. Hull, G. and Nelson, M. (2005) Locating the semiotic power of multimodality. Written Communication. 22 (2), 224–261.CrossRefGoogle Scholar
  9. Kester, G. (2011) The One and the Many: Contemporary collaborative art in a global context. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  10. Kinloch, V. (2009) Harlem on Our Minds. New York: Teachers College Press.Google Scholar
  11. Kress, G. (1997) Before Writing: Rethinking the pathways to literacy. London: Routledge.Google Scholar
  12. Lassiter, E. (2005) The Chicago Guide to Collaborative Ethnography. Chicago: University of Chicago Press.CrossRefGoogle Scholar
  13. Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  14. McLean, C. and Rowsell, J. (2013) (Re)designing literacy teacher education: A call for change. Teaching Education, 24(1), 1–26.CrossRefGoogle Scholar
  15. Murray, S. (2003) Jacques Lecoq. London: Routledge.CrossRefGoogle Scholar
  16. Rowsell, J. and Pahl, K. (2007) Sedimented identities in texts: Instance of practice. Reading Research Quarterly, 42 (3), 388–401.CrossRefGoogle Scholar
  17. Ozer, E. and Wright, D. (2012) Beyond school spirit: The effects of youth-led participatory research in two urban high schools. Journal of Research on Adolescence, 22 (2), 267–283.CrossRefGoogle Scholar
  18. Rancie, J. (2010) Dissensus: On politics and aesthetics. Trans. and ed. Steve Corcoran. London: Continuum Press.Google Scholar
  19. Rowsell, J. and Pahl, K. (eds) (2015) The Handbook of Literacy Studies. London: Routledge.Google Scholar
  20. Rowsell, J. (2013) Working with Multimodality. London: Routledge.Google Scholar
  21. Siegel, M. (2006) Rereading signs: Multimodal transformations in the field of education. Language Arts, 84 (1), 65–78.Google Scholar
  22. Stein, P. (2008) Multimodal Pedagogies in Diverse Classrooms. London: Routledge.Google Scholar
  23. Wohlwend, K. (2011) Playing their way into literacies: Reading, writing, belonging in the early childhood classroom. New York: Teachers College Press.Google Scholar

Copyright information

© Jennifer Rowsell 2015

Authors and Affiliations

  • Jennifer Rowsell

There are no affiliations available

Personalised recommendations