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Creative Placemaking: Engaging Pluri...

Tjandra, Christina Sandi.

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Creative Placemaking: Engaging Plurilingual Children in Creating Linguistically Equitable and Inclusive School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Creative Placemaking: Engaging Plurilingual Children in Creating Linguistically Equitable and Inclusive School./
Author:	Tjandra, Christina Sandi.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	318 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30633594
ISBN:	9798380836647

Creative Placemaking: Engaging Plurilingual Children in Creating Linguistically Equitable and Inclusive School.
Tjandra, Christina Sandi.

Creative Placemaking: Engaging Plurilingual Children in Creating Linguistically Equitable and Inclusive School. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 318 p.

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2023.

This item must not be sold to any third party vendors.

Drawing from collaborative inquiry and multimodal qualitative study methods, this study engages plurilingual children as social actors, creators, and co-researchers of the linguistic landscape. This multidisciplinary study merges the fields of environmental design, sociolinguistics, and plurilingualism to explore children's understanding of place, their perception of diversity and inclusivity, and to understand their meaning making behind their design imaginings to expose the linguistic diversity of their school's community. Social semiotic theory is used as a framework to ground my inquiries, as it aims to understand how children's design imaginings are produced in symbiosis with their cultural and social surroundings. Situated in the practice of creative placemaking, this study is rooted in civic engagement activities to foster "aesthetic of belonging through place-based arts initiatives" (Webb, 2013). Adopting Clark's (2005) qualitative methodological 'pieces' of the Mosaic approach as a way of "listening and consulting with children" (p. 13), the data consists of children's drawings of multilingual placemaking design, children's reflexive writings, and on-going research conversations as children explore the perceptions of language diversity and inclusivity. Overall, this study advances our understanding of how children can exercise agency and participate in placemaking{A0}processes. This study has also contributed to the understanding of how children's placemaking design imaginings are produced and influenced by their cultural and social surroundings. Additionally, this study provides valuable insights into the types and requirements of placemaking design and engagement that are meaningful to plurilingual children to maximize their language awareness and sense of belonging.

ISBN: 9798380836647Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Language awareness

Creative Placemaking: Engaging Plurilingual Children in Creating Linguistically Equitable and Inclusive School.
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500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
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520 $a Drawing from collaborative inquiry and multimodal qualitative study methods, this study engages plurilingual children as social actors, creators, and co-researchers of the linguistic landscape. This multidisciplinary study merges the fields of environmental design, sociolinguistics, and plurilingualism to explore children's understanding of place, their perception of diversity and inclusivity, and to understand their meaning making behind their design imaginings to expose the linguistic diversity of their school's community. Social semiotic theory is used as a framework to ground my inquiries, as it aims to understand how children's design imaginings are produced in symbiosis with their cultural and social surroundings. Situated in the practice of creative placemaking, this study is rooted in civic engagement activities to foster "aesthetic of belonging through place-based arts initiatives" (Webb, 2013). Adopting Clark's (2005) qualitative methodological 'pieces' of the Mosaic approach as a way of "listening and consulting with children" (p. 13), the data consists of children's drawings of multilingual placemaking design, children's reflexive writings, and on-going research conversations as children explore the perceptions of language diversity and inclusivity. Overall, this study advances our understanding of how children can exercise agency and participate in placemaking{A0}processes. This study has also contributed to the understanding of how children's placemaking design imaginings are produced and influenced by their cultural and social surroundings. Additionally, this study provides valuable insights into the types and requirements of placemaking design and engagement that are meaningful to plurilingual children to maximize their language awareness and sense of belonging.
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