Accepting or Challenging the Given? Critical Perspectives on Whole-class Readings of Texts in Social Studies

Exploring how the information flow of social studies textbook spreads is negotiated in teacher-led interaction, concern this study conscious and critical use teaching material diverse student groups. The involved a teacher her Grade 6 students school with many migrant language learners. data was gathered by observations, field notes, voice recordings, collection materials. Using semiotic theory visual design, analysis used instruction shows that layout perpetuated Western-centric view divided world, along an individualistic anthropocentric environmental sustainability. oral highlighting different text elements, largely reinforced meaning perspectives promoted textbook. However, on occasion, were positioned to take more analytical stance. Implications for using knowledge about textbooks promote literacy practices are discussed.