Whitewashed Critical Perspectives
Whitewashed Critical Perspectives

Author: Catherine Compton-Lilly

Publisher: Routledge

Published: 2021-06-30

Total Pages: 161

ISBN-13: 1000402460

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This volume examines revolutionary constructs in literacy education and demonstrates how they have been gentrified, whitewashed, and appropriated, losing their revolutionary edge so as to become palatable for the mainstream. Written by top scholars in literacy education, chapters cover key concepts that were originally conceived as radical theories to upset the status quo—including Third Space, Funds of Knowledge, Culturally Relevant Pedagogies, and more. Each chapter addresses how the core theory was culturally appropriated and de-fanged to support rather than take down racial and societal hierarchies. Critiquing the harmful impact of watering down these theories, the contributors offer ways to restore the edge to these once groundbreaking ideas, reject racist and assimilationist trends, and support the original vision behind these liberatory theories. In so doing, this volume adopts a truly radical, critical stance that is essential for researchers, scholars, and students in literacy education.

Critical Perspectives on Education Policy and Schools, Families, and Communities
Critical Perspectives on Education Policy and Schools, Families, and Communities

Author: Sue Winton

Publisher: IAP

Published: 2020-03-01

Total Pages: 240

ISBN-13: 1641138815

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Critical Perspectives on Education Policy and Schools, Families, and Communities offers scholars, students, and practitioners important new knowledge about how current policies impact families, schools, and community partnerships. The book’s authors share a critical orientation towards policy and policy research and invite readers to think differently about what policy is, who policymakers are, and what policy can achieve. Their chapters discuss findings from research grounded in diverse theories, including institutional ethnography, critical disability theory, and critical race theory. The authors encourage scholars of family, school, and community partnerships to ask who benefits from policies (and who loses) and how proposed reforms maintain or disrupt existing relations of power. The chapters present original research on a broad range of policies at the local, state/provincial, and national levels in Canada and the USA. Some authors look closely at the enactment of specific district policies, including a school district’s language translation policy and a policy to create local advisory bodies as part of decentralization efforts. Other chapters reveal the often unacknowledged yet necessary work parents do to meet their children’s needs and enable schools to operate. A few chapters focus on challenges and paradoxes of including families and community members in policymaking processes, including a case where parents demonstrated a preference for a policy that research demonstrates can be detrimental to their children’s future education opportunities. Another set of chapters emphasizes the centrality of policy texts and how language influences the educational experiences and engagement of students and their families. Each chapter concludes with a discussion of implications of the research for educators, families, and other community partners.

Literacy in the Digital University
Literacy in the Digital University

Author: Robin Goodfellow

Publisher: Routledge

Published: 2013-10-08

Total Pages: 230

ISBN-13: 1135108595

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Literacy in the Digital University is an innovative volume bringing together perspectives from two fields of enquiry and practice: ‘literacies and learning’ and ‘learning technologies’. With their own histories and trajectories, these fields have seldom overlapped either in practice, theory, or research. In tackling this divide head on, the volume breaks new ground. It illustrates how complementary and contrasting approaches to literacy and technology can be brought together in productive ways and considers the implications of this for practitioners working across a wide range of contexts. The book showcases work from well-respected authorities in the two fields in order to provide the foundations for new conversations about learning and practice in the digital university. It will be of particular relevance to university teachers and researchers, educational developers and learning technologists, library staff, university managers and policy makers, and, not least, learners themselves, particularly those studying at post-graduate level.

The Best for Our Children
The Best for Our Children

Author: Maria de la Luz Reyes

Publisher: Teachers College Press

Published: 2001

Total Pages: 429

ISBN-13: 0807777218

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This watershed volume brings together the foremost leading authorities and scholars lending their individual voices to a single, urgent issue: literacy for Latino students. In a departure from traditional paradigms, Latinos examine their own lived experiences in U.S. schools and offer sound theories born from positions of expertise and first-hand knowledge as researchers and educators. Their discussions and critical perspectives on literacy for Latino students in grades K–12 touch on the important topics of: Encouraging biliteracy in the classroomConstructing theories of possibilityPromoting critically literate youthOrganizing teaching and learning to students’ potentialLinking literacy to lived experiencesAs insiders in Spanish-speaking communities that are often maligned for their children’s alleged “failure” in schools, these authors offer hope for children’s academic potential as well as evidence showing that integration of native language and culture in supportive learning environments can lead to success in literacy in two languages. Contributors: Alma Flor Ada, Héctor H. Alvarez, María V. Balderrama, Patricia Baquedano-López, Lilia I. Bartolomé, María Echiburu Berzins, Esteban Díaz, Bárbara Flores, María E. Fránquiz, Kris D. Gutiérrez, Bobbi Ciriza Houtchens, Robert T. Jiménez, Eloise Andrade Laliberty, Alice E. López, Roberta Maldonado, Carmen I. Mercado, Luis C. Moll, Rosa Zubizarreta “In this illuminating volume, the authors courageously challenge the assumption of a skill-based English-only literacy for Latinos. By shifting the literacy debate to a sociocultural terrain, they urge readers to confront the prevailing issues of racism, classism, gender, and economic deprivation that characterize the literacy of Latino/Latina students in the U.S. public schools. Simply put, this volume provides readers with the necessary political clarity to understand and appreciate what it means to be literate in the changing multilingual and multicultural world of the 21st century.” —Donaldo Macedo, Distinguished Professor of Liberal Arts and Education, University of Massachusetts, Boston

Language, Culture, and Teaching
Language, Culture, and Teaching

Author: Sonia Nieto

Publisher: Routledge

Published: 2017-09-01

Total Pages: 367

ISBN-13: 1315465671

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Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Designed for upper-undergraduate and graduate-level students and professional development courses, each chapter includes critical questions, classroom activities, and community activities suggesting projects beyond the classroom context. Language, Culture, and Teaching • explores how language and culture are connected to teaching and learning in educational settings; • examines the sociocultural and sociopolitical contexts of language and culture to understand how these contexts may affect student learning and achievement; • analyzes the implications of linguistic and cultural diversity for classroom practices, school reform, and educational equity; • encourages practicing and preservice teachers to reflect critically on their classroom practices, as well as on larger institutional policies related to linguistic and cultural diversity based on the above understandings; and • motivates teachers to understand their ethical and political responsibilities to work, together with their students, colleagues, and families, for more socially just classrooms, schools, and society. Changes in the Third Edition: This edition includes new and updated chapters, section introductions, critical questions, classroom and community activities, and resources, bringing it up-to-date in terms of recent educational policy issues and demographic changes in the U.S. and beyond. The new chapters reflect Nieto’s current thinking about the profession and society, especially about changes in the teaching profession, both positive and negative, since the publication of the second edition of this text.

Critical Perspectives on Plurilingualism in Deaf Education
Critical Perspectives on Plurilingualism in Deaf Education

Author: Kristin Snoddon

Publisher: Multilingual Matters

Published: 2021-07-12

Total Pages: 342

ISBN-13: 180041076X

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This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families’ communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.

Critical Perspectives on Language Teaching Materials
Critical Perspectives on Language Teaching Materials

Author: John Gray

Publisher: Palgrave Macmillan

Published: 2013-11-25

Total Pages: 264

ISBN-13: 9780230362857

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This Critical Perspectives on Language Teaching Materials brings together a collection of critical voices on the subject of language teaching materials for use in English, French, Spanish, German and Content and Language Integrated Learning (CLIL) classrooms. It is firmly located within the 'critical turn' in Applied Linguistics and seeks to build on the growing body of work in this vein. Collectively the authors take it as axiomatic that the politics of representation and identity, and issues of ideology and commercialism cannot be neglected in any serious study of language teaching materials. Rather, it sees these issues as central. The book draws on research carried out in the UK, Spain, North America and Brazil, and is aimed at language teachers, teacher educators, students, researchers, materials writers and those working in the materials publishing industry.

Critical Perspectives on Global Literacies
Critical Perspectives on Global Literacies

Author: Shea N. Kerkhoff

Publisher: Taylor & Francis

Published: 2023-05-05

Total Pages: 262

ISBN-13: 1000883019

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This book offers critical perspectives on global literacies, connecting research, theory, and practice. An emerging concept in the literacy field, many scholars agree on the need for students to develop global literacies, yet few agree on a widely accepted definition. Based on a synthesis of the literature, the editors formulate a definition of global literacies with four dimensions, including: literacy as a human right in all nations around the world; critical reading and creation of multimodal texts about global issues; intercultural communication and reciprocal collaboration with globally diverse others; and transformative action for social and environmental justice that traverses borders. Taking this shared, proposed definition as a starting point, the chapters then offer contextualized examples of global literacies from K-12 and teacher education classrooms to make explicit links between research and practice. The contributors interact with and interrogate the book’s definition of global literacies using a common framework of critical theory. As such, this book provides both emerging and established scholars with critical frameworks for positioning global literacies in ways that are relevant, dynamic, and forward thinking.