Maureen Kendrick
Datos Biográficos
| ID | 3674449 |
|---|---|
| NOMBRE | Maureen Kendrick |
| NOMBRES | Maureen |
| APELLIDO | Kendrick |
| FIRMA | KENDRICK M |
| AFILIACIONES | University of British Columbia |
| ORCID | 0000-0001-9993-9509 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 47 |
| OBRAS COMO AUTOR | 20 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 4 |
“They hear it from me”
Grade 8 youth composed digital stories and video essays to counter social injustices. • Students used digital, multimodal and disciplinary tools to enhance critical actions. • Their rubric criteria, reflections and interviews highlighted critical DMC practices. • Student perspectives on DMC practices fostered transparency, reflection, and action. • Justice-oriented assessment helps reorient DMC practices toward social justice. This ethnographic c…
Digital storytelling and intersectional identities
This study addresses the urgent need to develop pedagogies that enhance language and literacy learning and identity affirmation (and resistance) opportunities for youth from refugee backgrounds. In Canadian high schools, this population of students enter school with varying levels of literacy in their first language(s), as well as potentially difficult experiences due to their forced migration. For many, language-content learning may become a for…
Understanding the conditions that foster collaborative teacher cultures
Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences
This paper reports on an ethnographic research study with experienced K-12 teachers and paraprofessionals in Western Canada to understand (1) the language and literacy needs and challenges of students with refugee experiences; and (2) the pedagogical responses used to build trusting, collaborative relationships of power. Our theoretical framework draws on Bronfenbrenner’s ecological systems model, which we align with a literacy ecology of communi…
Teachers’ ideological dilemmas
In this qualitative study, we draw on theory and practice in relation to the concepts of fixity and fluidity in language education (i.e. the simultaneity of bounded, named languages; and the need to transcend language boundaries). We use data from focus group interviews to investigate the entangled ideological dilemmas facing four teachers in a Language Introduction Programme in an upper secondary school in Sweden, as they enacted literacy pedago…
Youth from Refugee Backgrounds Positioning Their Identities Through Reaction Videos
This ethnographic, qualitative case study empirically explores how six youth from refugee backgrounds positioned their identities through design choices in producing reaction videos—a popular YouTube genre—at school in their settlement context. Through reflexive thematic analysis, we identified three ways in which youth took ownership of how they were to be perceived by their classmates and teachers, establishing their identities in the classroom…
Digital Storytelling With Youth From Refugee Backgrounds
This study addresses the urgent need to develop innovative pedagogies that build upon and enhance the digital literacies and representational practices of culturally and linguistically diverse youth from refugee backgrounds. In Canadian high schools, this population of students enter school with varying levels of literacy in their first language(s), as well as potentially difficult experiences due to their forced migration. For many, learning Eng…
Closing the HIV and Aids “Information Gap” Between Children and Parents
In this study, we address the research question: “How might child-created billboards about HIV and AIDS help facilitate more open discussions between parents and children?" The premise of our study is that there may be considerable potential for using multimodal forms of representation in makerspaces with young children to create more open dialogue with parents about culturally sensitive information. Drawing on multimodal literacies and visual me…
Children’s images of HIV/Aids in Uganda
In this study we draw on three analytic frameworks (Goffman 1981. Forms of talk . Philadelphia, PA: University of Pennsylvania Press; Rose 2007. Visual methodologies: An introduction to the interpretation of visual materials . London: Sage; Warburton 1998. Cartoons and teachers: Mediated visual images as data. In John Prosser (ed.), Image-based research: A sourcebook for qualitative researchers , 252–262. London: Routledge) to explore how multili…
Impossible Is Nothing”
The study focuses on a digital storytelling project conducted in a school district's transition program, in which adolescent refugee and immigrant English learners were invited to share aspects of their identities and social worlds through a range of modes. In this article, the authors look closely at one student's digital story through a multimodal analysis of three slides. The findings show how engaging with nonlinguistic modes provided enhance…
Participatory visual and digital research in action
What happens when well-known visual and digital research methods take a ‘participatory turn’ in community-based and collaborative research? This question underpins this edited collection, which def
Multimodality
Multilingual cultural resources in child-headed families in Uganda
This article reports on a study focusing on the use of multilingual cultural resources in child-headed households (CHHs) in Uganda's Rakai District. Using funds of knowledge and sociocultural perspectives on children's learning, we documented through ethnographic observations and interviews how children in four CHHs used multilingual cultural resources at home. Our findings show that children co-construct, re-appropriate and remix stories, songs,…
Boys’ Hidden Literacies
FREE author podcast
Integrated Literacies in a Rural Kenyan Girls’ Secondary School Journalism Club
Our purpose in this paper is to foreground contextual issues in studies of situated writing practices. During a year-long case study in a rural Kenyan secondary school, we applied a number of ethnographic techniques to document how 32 girls (aged 14-18 years) used local cultural and digital resources (i.e., donated digital cameras, voice recorders, and laptops with connectivity)within the context of their after-school journalism club. We take ins…
Plurilingual Pedagogical Practices in a Policy‐Constrained Context
Uganda is a linguistically diverse nation where plurilingualism is common. Its language education policy dictates that, except in large urban areas, one local language be selected as the medium of instruction (MoI), to Primary 3, transitioning to English MoI, in Primary 4. Yet, as Ramanathan and Morgan ( ) argue, “the practice of policy encourages us, as researchers and teachers, to read between and behind the lines (cf. Cooke, ), to interpret th…
Funds of knowledge in child-headed households
Much of the research on orphan and vulnerable children in sub-Saharan Africa has focused on their risks and vulnerabilities. This article describes the 'funds of knowledge' (Moll and Greenberg, 1990) and means of acquiring new knowledge of children living in child-headed households in Uganda's Rakai District. Using ethnographic methods, the authors documented the experiences and activities of children in five rural home contexts. They advance the…
Cartoon drawing as a means of accessing what students know about HIV/Aids
Combating the spread of HIV/AIDS in Uganda has involved massive public education campaigns. One of the challenges of these campaigns has always involved the need to simultaneously respect and transcend cultural taboos around direct discussions about sexuality and sexual issues, particularly among youth. Research consistently shows that drawing, as a means of investigating what students know, has the potential to reveal students’ perceptions of gi…
Meeting the Challenge of Health Literacy in Rural Uganda
This article seeks to better understand the relation between local and traditional modes of communication and health literacy within the context of a rural West Nile community in Northern Uganda. Drawing on social semiotics (multimodality) and Bakhtin's notion of the carnival, the focus is on a group of women participating in a grassroots literacy program and their use of local modes of communication to address the endemic problem of malaria in t…
Converging Worlds
Digital Storytelling With Youth From Refugee Backgrounds
This study addresses the urgent need to develop innovative pedagogies that build upon and enhance the digital literacies and representational practices of culturally and linguistically diverse youth from refugee backgrounds. In Canadian high schools, this population of students enter school with varying levels of literacy in their first language(s), as well as potentially difficult experiences due to their forced migration. For many, learning Eng…
Plurilingual Pedagogical Practices in a Policy‐Constrained Context
Uganda is a linguistically diverse nation where plurilingualism is common. Its language education policy dictates that, except in large urban areas, one local language be selected as the medium of instruction (MoI), to Primary 3, transitioning to English MoI, in Primary 4. Yet, as Ramanathan and Morgan ( ) argue, “the practice of policy encourages us, as researchers and teachers, to read between and behind the lines (cf. Cooke, ), to interpret th…
Multimodality
Cartoon drawing as a means of accessing what students know about HIV/Aids
Combating the spread of HIV/AIDS in Uganda has involved massive public education campaigns. One of the challenges of these campaigns has always involved the need to simultaneously respect and transcend cultural taboos around direct discussions about sexuality and sexual issues, particularly among youth. Research consistently shows that drawing, as a means of investigating what students know, has the potential to reveal students’ perceptions of gi…
Youth from Refugee Backgrounds Positioning Their Identities Through Reaction Videos
This ethnographic, qualitative case study empirically explores how six youth from refugee backgrounds positioned their identities through design choices in producing reaction videos—a popular YouTube genre—at school in their settlement context. Through reflexive thematic analysis, we identified three ways in which youth took ownership of how they were to be perceived by their classmates and teachers, establishing their identities in the classroom…
Multilingual cultural resources in child-headed families in Uganda
This article reports on a study focusing on the use of multilingual cultural resources in child-headed households (CHHs) in Uganda's Rakai District. Using funds of knowledge and sociocultural perspectives on children's learning, we documented through ethnographic observations and interviews how children in four CHHs used multilingual cultural resources at home. Our findings show that children co-construct, re-appropriate and remix stories, songs,…
Funds of knowledge in child-headed households
Much of the research on orphan and vulnerable children in sub-Saharan Africa has focused on their risks and vulnerabilities. This article describes the 'funds of knowledge' (Moll and Greenberg, 1990) and means of acquiring new knowledge of children living in child-headed households in Uganda's Rakai District. Using ethnographic methods, the authors documented the experiences and activities of children in five rural home contexts. They advance the…
Meeting the Challenge of Health Literacy in Rural Uganda
This article seeks to better understand the relation between local and traditional modes of communication and health literacy within the context of a rural West Nile community in Northern Uganda. Drawing on social semiotics (multimodality) and Bakhtin's notion of the carnival, the focus is on a group of women participating in a grassroots literacy program and their use of local modes of communication to address the endemic problem of malaria in t…
Understanding the conditions that foster collaborative teacher cultures
Teachers’ ideological dilemmas
In this qualitative study, we draw on theory and practice in relation to the concepts of fixity and fluidity in language education (i.e. the simultaneity of bounded, named languages; and the need to transcend language boundaries). We use data from focus group interviews to investigate the entangled ideological dilemmas facing four teachers in a Language Introduction Programme in an upper secondary school in Sweden, as they enacted literacy pedago…
Converging Worlds
Meeting the Challenge of Health Literacy in Rural Uganda
This article seeks to better understand the relation between local and traditional modes of communication and health literacy within the context of a rural West Nile community in Northern Uganda. Drawing on social semiotics (multimodality) and Bakhtin's notion of the carnival, the focus is on a group of women participating in a grassroots literacy program and their use of local modes of communication to address the endemic problem of malaria in t…
Cartoon drawing as a means of accessing what students know about HIV/Aids
Combating the spread of HIV/AIDS in Uganda has involved massive public education campaigns. One of the challenges of these campaigns has always involved the need to simultaneously respect and transcend cultural taboos around direct discussions about sexuality and sexual issues, particularly among youth. Research consistently shows that drawing, as a means of investigating what students know, has the potential to reveal students’ perceptions of gi…
Funds of knowledge in child-headed households
Much of the research on orphan and vulnerable children in sub-Saharan Africa has focused on their risks and vulnerabilities. This article describes the 'funds of knowledge' (Moll and Greenberg, 1990) and means of acquiring new knowledge of children living in child-headed households in Uganda's Rakai District. Using ethnographic methods, the authors documented the experiences and activities of children in five rural home contexts. They advance the…
Boys’ Hidden Literacies
FREE author podcast
Integrated Literacies in a Rural Kenyan Girls’ Secondary School Journalism Club
Our purpose in this paper is to foreground contextual issues in studies of situated writing practices. During a year-long case study in a rural Kenyan secondary school, we applied a number of ethnographic techniques to document how 32 girls (aged 14-18 years) used local cultural and digital resources (i.e., donated digital cameras, voice recorders, and laptops with connectivity)within the context of their after-school journalism club. We take ins…
Plurilingual Pedagogical Practices in a Policy‐Constrained Context
Uganda is a linguistically diverse nation where plurilingualism is common. Its language education policy dictates that, except in large urban areas, one local language be selected as the medium of instruction (MoI), to Primary 3, transitioning to English MoI, in Primary 4. Yet, as Ramanathan and Morgan ( ) argue, “the practice of policy encourages us, as researchers and teachers, to read between and behind the lines (cf. Cooke, ), to interpret th…
Multilingual cultural resources in child-headed families in Uganda
This article reports on a study focusing on the use of multilingual cultural resources in child-headed households (CHHs) in Uganda's Rakai District. Using funds of knowledge and sociocultural perspectives on children's learning, we documented through ethnographic observations and interviews how children in four CHHs used multilingual cultural resources at home. Our findings show that children co-construct, re-appropriate and remix stories, songs,…
Multimodality
Participatory visual and digital research in action
What happens when well-known visual and digital research methods take a ‘participatory turn’ in community-based and collaborative research? This question underpins this edited collection, which def
Impossible Is Nothing”
The study focuses on a digital storytelling project conducted in a school district's transition program, in which adolescent refugee and immigrant English learners were invited to share aspects of their identities and social worlds through a range of modes. In this article, the authors look closely at one student's digital story through a multimodal analysis of three slides. The findings show how engaging with nonlinguistic modes provided enhance…
Children’s images of HIV/Aids in Uganda
In this study we draw on three analytic frameworks (Goffman 1981. Forms of talk . Philadelphia, PA: University of Pennsylvania Press; Rose 2007. Visual methodologies: An introduction to the interpretation of visual materials . London: Sage; Warburton 1998. Cartoons and teachers: Mediated visual images as data. In John Prosser (ed.), Image-based research: A sourcebook for qualitative researchers , 252–262. London: Routledge) to explore how multili…
Closing the HIV and Aids “Information Gap” Between Children and Parents
In this study, we address the research question: “How might child-created billboards about HIV and AIDS help facilitate more open discussions between parents and children?" The premise of our study is that there may be considerable potential for using multimodal forms of representation in makerspaces with young children to create more open dialogue with parents about culturally sensitive information. Drawing on multimodal literacies and visual me…
Youth from Refugee Backgrounds Positioning Their Identities Through Reaction Videos
This ethnographic, qualitative case study empirically explores how six youth from refugee backgrounds positioned their identities through design choices in producing reaction videos—a popular YouTube genre—at school in their settlement context. Through reflexive thematic analysis, we identified three ways in which youth took ownership of how they were to be perceived by their classmates and teachers, establishing their identities in the classroom…
Digital Storytelling With Youth From Refugee Backgrounds
This study addresses the urgent need to develop innovative pedagogies that build upon and enhance the digital literacies and representational practices of culturally and linguistically diverse youth from refugee backgrounds. In Canadian high schools, this population of students enter school with varying levels of literacy in their first language(s), as well as potentially difficult experiences due to their forced migration. For many, learning Eng…
Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences
This paper reports on an ethnographic research study with experienced K-12 teachers and paraprofessionals in Western Canada to understand (1) the language and literacy needs and challenges of students with refugee experiences; and (2) the pedagogical responses used to build trusting, collaborative relationships of power. Our theoretical framework draws on Bronfenbrenner’s ecological systems model, which we align with a literacy ecology of communi…
Teachers’ ideological dilemmas
In this qualitative study, we draw on theory and practice in relation to the concepts of fixity and fluidity in language education (i.e. the simultaneity of bounded, named languages; and the need to transcend language boundaries). We use data from focus group interviews to investigate the entangled ideological dilemmas facing four teachers in a Language Introduction Programme in an upper secondary school in Sweden, as they enacted literacy pedago…
“They hear it from me”
Grade 8 youth composed digital stories and video essays to counter social injustices. • Students used digital, multimodal and disciplinary tools to enhance critical actions. • Their rubric criteria, reflections and interviews highlighted critical DMC practices. • Student perspectives on DMC practices fostered transparency, reflection, and action. • Justice-oriented assessment helps reorient DMC practices toward social justice. This ethnographic c…
Digital storytelling and intersectional identities
This study addresses the urgent need to develop pedagogies that enhance language and literacy learning and identity affirmation (and resistance) opportunities for youth from refugee backgrounds. In Canadian high schools, this population of students enter school with varying levels of literacy in their first language(s), as well as potentially difficult experiences due to their forced migration. For many, language-content learning may become a for…
Understanding the conditions that foster collaborative teacher cultures
Pedagogy (16 obras) · Psychology (16 obras) · Sociology (16 obras) · Literacy, Media, and Education (10 obras) · Political science (10 obras) · Literacy (9 obras) · Digital Storytelling and Education (8 obras) · Linguistics (8 obras) · Second Language Learning and Teaching (7 obras) · Mathematics education (6 obras)