Navigating Languages, Literacies and Identities showcases innovative research at the interface of religion and multilingualism, offering an analytical focus on religion in children and adolescents everyday lives and experiences. The volume examines the connections between language and literacy practices and social identities associated with religion in a variety of sites of learning and socialization, namely homes, religious education classes, places of worship, and faith-related schools and secular schools. Contributors engage with a diverse set of complex multiethnic and religious communities, and investigate the rich multilingual, multiliterate and multiscriptal practices associated with religion which children and adolescents engage in with a range of mediators, including siblings, peers, parents, grandparents, religious leaders, and other members of the religious community. The volume is organized into three sections according to context and participants: (1) religious practices at home and across generations, (2) religious education classes and places of worship and (3) bridging home, school and community. The edited book will be a valuable resource for researchers in applied linguistics, linguistic anthropology, sociolinguistics, intercultural communication, and early years, primary and secondary education.
Recenzijos
"This complex bringing together of work in a number of fields related to religion, education, identity and literacy practices offers an original contribution that can help those already working in perhaps some of these areas to bridge and link a range of perspectives in a global context." Brian Street, Kings College London, UK
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vii | |
| Prologue |
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ix | |
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| Introduction |
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1 | (18) |
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PART I Religious Practices at Home and across Generations |
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19 | (50) |
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1 Home Worship Service/Bible Reading/Reading Lesson: Syncretic Teaching and Learning in a Puerto Rican Family |
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21 | (18) |
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2 Easter Celebrations at Home: Acquiring Symbolic Knowledge and Constructing Identities |
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39 | (17) |
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3 Coming of Age: Amish Heritage Literacy Practices of Rumspringa, Adult Baptism, and Shunning |
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56 | (13) |
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PART II Religious Education Classes and Places of Worship |
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69 | (90) |
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4 Socialization into Religious Sensation in Children's Catholic Religious Instruction |
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71 | (14) |
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5 "The Responsive Reading" and Reading Responsively: Language, Literacy, and African American Student Learning in the Black Church |
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85 | (25) |
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6 Heavenly Entextualisations: The Acquisition and Performance of Classical Religious Texts |
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110 | (16) |
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7 Moving across Languages, Literacies, and Schooling Traditions |
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126 | (15) |
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8 Children's Representations of the Temple in Text and Talk in a Tamil Hindu/Saiva Faith Community in London |
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141 | (18) |
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PART III Bridging Home, School and Community |
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159 | (68) |
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9 Joseph ... Yousouf: Changing Names, Navigating Spaces, Articulating Identities |
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161 | (15) |
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Ambarin Mooznah Auleear Owodally |
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10 The Semiotic Ideologies of Yiddish and English Literacies in Hasidic Homes and Schools in Brooklyn |
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176 | (17) |
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11 Engendering `Dispositions' through Communicative and Semiotic Practices: Insights from the Nishkam Nursery Project |
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193 | (20) |
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12 Supporting Children's Learner Identities through Faith: Ghanaian Pentecostal and Bangladeshi Muslim Communities in London |
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213 | (14) |
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| Conclusion |
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227 | (8) |
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| List of Contributors |
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235 | (8) |
| Index |
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243 | |
Vally Lytra is Lecturer in Languages in Education at Goldsmiths, University of London. Her books include Play Frames and Social Identities (Benjamins, 2007), Multilingualism and Identities across Contexts: Cross-disciplinary Perspectives on Turkish-speaking Youth in Europe (co-editor Jens Normann Jųrgensen, University of Copenhagen, 2008), Sites of Multilingualism: Complementary Schools in Britain Today (co-editor Peter Martin, Trentham, 2010), and When Greeks and Turks Meet: Interdisciplinary Perspectives on the Relationship since 1923 (Ashgate, 2014).
Dinah Volk is Professor Emerita, Early Childhood Education, Cleveland State University, Cleveland, Ohio. She is co-author of "Diversity as a verb in preservice teacher education" in Contemporary Issues in Early Childhood and co-editor with Gregory and Long of a special issue of Journal of Early Childhood Literacy on syncretic literacies.
Eve Gregory is Professor Emerita at Goldsmiths, University of London. Her books include City Literacies (joint author, Ann Williams) (Routledge, 2000), On Writing Educational Ethnographies: The Art Of Collusion (joint authors J. Conteh, C. Kearney & A. Mor-Sommerfeld) and Learning to Read in a New Language (Routledge, 2008).
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