Demonstrating the power of teaching global literature from a critical literacy perspective, this book explores the ways that K-6 educators can infuse diverse texts into their classrooms and find support for their endeavours in teacher inquiry communities. Through carefully analyzed, ethnographically informed portraits of classroom life alternating with teachers own accounts of their teaching and learning experiences, it demonstrates how students are moved to question, debate, and take action in response to global texts. This multi-vocal work both emerges from and responds to tensions and debates related to the purpose and practice of literature education in a time of Common Core State Standards.
| Foreword: Perspectives as Transformation |
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ix | |
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| Preface |
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xiii | |
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1 Introduction: Global Visions, Local Inquiries |
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1 | (17) |
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2 Reading Global Literature as Emergent Global Citizens: Mirrors, Windows, Doors, and Maps |
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18 | (22) |
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3 Re-Envisioning English as a New Language Teaching with Global Literature |
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40 | (13) |
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4 Reading Global Literature about War: The Role of Emotion in Constructing Meaning |
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53 | (19) |
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5 Re-Envisioning the Role of the Literacy Specialist as Collaborating Teacher |
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72 | (8) |
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6 Learning in the Inquiry Community: A Letter to Krista |
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80 | (4) |
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7 Learning in the Inquiry Community: A Letter to Heather |
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84 | (2) |
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8 Reading Global Literature at the Intersection of Critical Literacy and Dialogic Teaching |
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86 | (16) |
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9 Re-Envisioning Critical Literacy Teaching with Global Literature in Culturally Homogenous Settings |
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102 | (11) |
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10 Re-Envisioning Reading Intervention as Social Action |
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113 | (16) |
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11 Learning in the Inquiry Community: A Letter to Maggie |
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129 | (5) |
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12 Learning in the Inquiry Community: A Letter to Simeen |
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134 | (4) |
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13 Engaging in Local Inquiries and Cultivating Global Visions: What Did We Learn? |
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138 | (6) |
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14 Teaching Critically with Global Texts: Insights for Teacher Preparation and Professional Learning |
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144 | (13) |
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| Afterword |
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157 | (7) |
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| Appendix: Children's Books and Professional Texts Essential to Our Inquiries |
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164 | (4) |
| Index |
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168 | |
Kelly W. Wissman is an Associate Professor of Literacy Teaching and Learning at the University at Albany, USA.
Maggie Naughter Burns is a Reading Specialist at Delaware Community School, Albany, NY, USA.
Krista Jiampetti is a Literacy Facilitator at Lisha Kill Middle School, Albany, NY, USA.
Heather OLeary is a teacher of English as a New Language in the Schenectady City School District, Schenectady, New York, USA.
Simeen Tabatabai is a Reading Teacher at Southgate Elementary School, Albany, NY, USA.
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