Students’ Conceptualisations of “Peace” and “War” in Drawing–Text Combinations: A Metapragmatic Multimodal Analysis
In this article, we investigate (partly guided) conceptualisations of “peace” (and “war”) in children’s school drawings and their accompanying textual framings. We draw on a transdisciplinary framework grounded in ethnography and metapragmatics, combining tools from socio‐pragmatic (critical) approa...
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| Language: | English |
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Cogitatio
2024-09-01
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| Series: | Social Inclusion |
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| Online Access: | https://www.cogitatiopress.com/socialinclusion/article/view/8692 |
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| author | Lisa Blasch Nadja Thoma |
| author_facet | Lisa Blasch Nadja Thoma |
| author_sort | Lisa Blasch |
| collection | DOAJ |
| description | In this article, we investigate (partly guided) conceptualisations of “peace” (and “war”) in children’s school drawings and their accompanying textual framings. We draw on a transdisciplinary framework grounded in ethnography and metapragmatics, combining tools from socio‐pragmatic (critical) approaches to multimodal discourse. Our data consists of authentically generated, photographed image‐text worksheets that were publicly displayed on the fence of a primary school in a small town in Northern Italy in April 2022. Combining qualitative and quantitative analytical procedures, the (textual and multimodal) conceptualisations range from peace as a very concrete mode of secure‐relaxed experience of basic relationships, of home and togetherness, and of self, to peace as care and unity on a more (global‐)political scale. Contrary to ideologies on children’s drawings as naïve‐unmediated “windows” to inner states, our analysis shows how the trans‐/locally re‐/produced repertoire(s) of multimodal frozen mediated actions (including emblematic patterns such as emojis, peace‐flags, comics‐speech bubbles, etc.) are deployed ranging from realistic scenes to abstract and complex visual designs. Thereby, children show themselves as literate and often humorous‐creative practitioners of visual communication. |
| format | Article |
| id | doaj-art-5d5e308e90ec4e09a2d481ee41e4f4c9 |
| institution | Kabale University |
| issn | 2183-2803 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | Cogitatio |
| record_format | Article |
| series | Social Inclusion |
| spelling | doaj-art-5d5e308e90ec4e09a2d481ee41e4f4c92024-11-19T12:15:47ZengCogitatioSocial Inclusion2183-28032024-09-0112010.17645/si.86923710Students’ Conceptualisations of “Peace” and “War” in Drawing–Text Combinations: A Metapragmatic Multimodal AnalysisLisa Blasch0Nadja Thoma1Department of Germanic Languages and Literature, University of Innsbruck, Austria / Department of Media, Society and Communication, University of Innsbruck, AustriaDepartment of Psychosocial Intervention and Communication Studies, University of Innsbruck, AustriaIn this article, we investigate (partly guided) conceptualisations of “peace” (and “war”) in children’s school drawings and their accompanying textual framings. We draw on a transdisciplinary framework grounded in ethnography and metapragmatics, combining tools from socio‐pragmatic (critical) approaches to multimodal discourse. Our data consists of authentically generated, photographed image‐text worksheets that were publicly displayed on the fence of a primary school in a small town in Northern Italy in April 2022. Combining qualitative and quantitative analytical procedures, the (textual and multimodal) conceptualisations range from peace as a very concrete mode of secure‐relaxed experience of basic relationships, of home and togetherness, and of self, to peace as care and unity on a more (global‐)political scale. Contrary to ideologies on children’s drawings as naïve‐unmediated “windows” to inner states, our analysis shows how the trans‐/locally re‐/produced repertoire(s) of multimodal frozen mediated actions (including emblematic patterns such as emojis, peace‐flags, comics‐speech bubbles, etc.) are deployed ranging from realistic scenes to abstract and complex visual designs. Thereby, children show themselves as literate and often humorous‐creative practitioners of visual communication.https://www.cogitatiopress.com/socialinclusion/article/view/8692children’s drawingscritical multimodal discourse analysismetapragmaticsmultimodalitypeacepeacebuildingschoolvisual communicationwarwell‐being |
| spellingShingle | Lisa Blasch Nadja Thoma Students’ Conceptualisations of “Peace” and “War” in Drawing–Text Combinations: A Metapragmatic Multimodal Analysis Social Inclusion children’s drawings critical multimodal discourse analysis metapragmatics multimodality peace peacebuilding school visual communication war well‐being |
| title | Students’ Conceptualisations of “Peace” and “War” in Drawing–Text Combinations: A Metapragmatic Multimodal Analysis |
| title_full | Students’ Conceptualisations of “Peace” and “War” in Drawing–Text Combinations: A Metapragmatic Multimodal Analysis |
| title_fullStr | Students’ Conceptualisations of “Peace” and “War” in Drawing–Text Combinations: A Metapragmatic Multimodal Analysis |
| title_full_unstemmed | Students’ Conceptualisations of “Peace” and “War” in Drawing–Text Combinations: A Metapragmatic Multimodal Analysis |
| title_short | Students’ Conceptualisations of “Peace” and “War” in Drawing–Text Combinations: A Metapragmatic Multimodal Analysis |
| title_sort | students conceptualisations of peace and war in drawing text combinations a metapragmatic multimodal analysis |
| topic | children’s drawings critical multimodal discourse analysis metapragmatics multimodality peace peacebuilding school visual communication war well‐being |
| url | https://www.cogitatiopress.com/socialinclusion/article/view/8692 |
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