Social justice and multimodal pedagogy

This paper identifies some of the challenges and opportunities of using multimodal approaches to pedagogy in diverse and developing contexts, where vast differentials exist in terms of access to resources. It explores the ways in which multimodal pedagogy could enable a range of student resources to emerge, whilst at the same time enabling access to dominant forms. This includes access to the discourses and knowledges of official curricula, as well as formal methods of assessment. It is also about the creation of dispositions towards meaning-making in individual and social worlds outside of the classroom. Formal
education often closes down access to a range of semiotic resources and multimodal pedagogy could potentially recover ‘recognition’ of these.