This book explores the ways in which transcultural pedagogies can support learning and literacies in critical, creative and socially just ways, highlighting research initiatives from across the globe. Chapters present innovative perspectives for language/literacy education focusing on Indigenous, plurilingual and digital literacies, among others.
This book explores the ways in which transcultural pedagogies can support learning and literacies in critical, creative and socially just ways, highlighting research initiatives from across the globe. Each chapter provides a different and innovative perspective with respect to reimagining language and literacy pedagogies in conjunction with students diverse literacies and resources. Presenting a collection of classroom and community-based research, the book addresses the intersections of plurilingualism, identity and transcultural awareness in various contexts, including schools, universities, as well as local and Indigenous communities. These settings have been deliberately chosen to profile the range of research in the field, showcasing transcultural, plurilingual, translanguaging and community-engaged pedagogies, among others.
Recenzijos
Linguistic and cultural diversity are a global reality. The editors and authors of this volume make an important and original contribution to share knowledge about ways to improve education in diversity contexts. The contributions cover a wide range of topics: from commitment to revitalising the languages of autochthonous minorities, preserving the languages of immigrants to the use of new media and artistic encounters as teaching tools. * Ingrid Gogolin, University of Hamburg, Germany * This inspirational volume documents how educators in diverse contexts around the world have orchestrated interactional spaces in their classrooms that enable minoritized students to mobilize their intellectual, linguistic, and cultural strengths to create knowledge, literature, and art. In chapter after chapter, we see students engaged in the collaborative generation of power and agency empowerment pedagogy in action. * Jim Cummins, University of Toronto, Canada * If you are a teacher or a teacher educator looking for cutting edge research on transformative, culturally sustaining and decolonising pedagogies, this book is for you. Through fascinating examples of the transformative and transgressive power of transcultural and translingual pedagogies in a wide variety of contexts, the authors demonstrate the potential offered by linguistic and cultural diversity to foster transcultural awareness and competence, destabilize linguistic privilege and rethink classroom practice and teacher education in transcultural times. * Christine Hélot, University of Strasbourg, France *
Daugiau informacijos
A major contribution to the ongoing debates about translanguaging perspectives on language education
Acknowledgments
Contributors
Marjorie Faulstich Orellana: Foreword
Rahat Zaidi, Umit Boz and Eve Moreau: Introduction: Transcultural Pedagogies
for Multilingual Classrooms
Theme 1: Teaching through a Multilingual and Transcultural Lens
Chapter
1. Zhuo Sun and Guofang Li: Rethinking Chinese Heritage Language
(CHL) Teaching in Translocal Realities: Pedagogical Adaptations and Missed
Opportunities to Bridge Transcultural Gaps in Canada
Chapter
2. Anuschka van t Hooft, Sara Florence Davidson, Liam Doherty and
Bonny Norton: Developing Digital Stories in Indigenous Languages: Striving
for Culturally Sustaining Pedagogies in Mexico and Canada
Chapter
3. Gail Prasad: Be(com)ing Multilingual Allies and Activists:
Fostering Cultural and Linguistic Collaboration in the Classroom
Chapter
4. Burcu Yaman Ntelioglou, Bev Fontaine, Barb Ehman, Karon
McGillivary, Sylvia Lathlin-Scott and Marcella Clarke: Community-Engaged
Indigenous Language Revitalization as a Gateway for a Decolonizing and
Critical Posthuman Trans'lingual'/cultural Education
Chapter
5. Marie-Paule Lory: Plurilingual Kamishibaļ: A Plurilingual
Pedagogical Art-Based Project to Go Beyond Monolingualism in the
Classroom
Chapter
6. Esther Bettney Heidt: Translanguaging Pedagogies as a Tool to
Decolonize Multilingual Education in International Schools
Theme 2: Exploring Teaching and Learning in Transcultural Times
Chapter
7. Jacqueline Dwarte: Building on Plurilingual Repertoires in
Mainstream Classrooms
Chapter
8. Claudia Vallejo Rubinstein: Crafting a Journey, Claiming a Home:
Transnational Background Childrens Collaborative Engagement in Plurilingual
and Transcultural Pedagogies for Being and Belonging
Chapter
9. Sķlvia Melo-Pfeifer: Challenging Mainstream Perspectives on
Multilingual Pedagogies: An Analysis of Teachers' Online Discussions on
Linguistic Landscapes
Chapter
10. Ava Becker: Transcultural Pedagogies for Challenging Times:
Deshaciendo la Maleta
Chapter
11. Patriann Smith: Transraciolinguistics for Transculturally Just
Futures: An International Perspective
Rahat Zaidi is a Research Professor at the Werklund School of Education at the University of Calgary, Canada. Her research expertise focuses on multilingual literacies that clarify intersectional understandings across sociophobia, diversity, immigration and pluralism. Her most recent research is funded by the Social Sciences and Humanities Research Council of Canada.
Umit Boz is an Associate Professor (Teaching) at the Werklund School of Education at the University of Calgary, Canada. His research interests include second language teaching and learning, bi/multilingual education, English for Academic Purposes and CLIL.
Eve Moreau is a doctoral student at the Werklund School of Education at the University of Calgary, Canada, and a school administrator with the Calgary Board of Education. Her research interests include intercultural education, bilingual education, language and culture, trauma informed teaching and global citizenship education.
