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Author: Towani Duchscher Publisher: Taylor & Francis ISBN: 1000958612 Category : Education Languages : en Pages : 187
Book Description
This volume examines the ways in literacy has been used as a weapon and a means for settler colonialism, challenging colonized definitions of literacy and centring relationships as key to broadening understandings. It begins by confronting the multiple ways that settler colonialism has used literacy and definitions of literacy as a gatekeeper to participation in society. In response to settler colonialism’s violent acts of extraction, displacement, and replacement enacted upon the land, the resources, the people, and understandings of literacy, the editors propose a unique approach to decolonizing understandings of literacy through a triangulation of disruption, reclamation, and remembering relationships. This is enacted and explored through a range of diverse chapter contributions, written in the form of stories, poems, artworks, theatres, and essays, allowing the authentic voices of the authors to shine through, and opening up the English Language Arts as a space for engagement and interpretation with diverse, racialized understandings of literacy. Disrupting Eurocentric, colonized understandings that narrowly define literacy as reading and writing the colonial word, and advancing the movement to decolonize education, it will be of key interest to scholars, researchers, and educators with interest in literacy education, decolonizing education, anti-racist education, inclusive education, land-based literacy, and arts-based literacy.
Author: Towani Duchscher Publisher: Taylor & Francis ISBN: 1000958612 Category : Education Languages : en Pages : 187
Book Description
This volume examines the ways in literacy has been used as a weapon and a means for settler colonialism, challenging colonized definitions of literacy and centring relationships as key to broadening understandings. It begins by confronting the multiple ways that settler colonialism has used literacy and definitions of literacy as a gatekeeper to participation in society. In response to settler colonialism’s violent acts of extraction, displacement, and replacement enacted upon the land, the resources, the people, and understandings of literacy, the editors propose a unique approach to decolonizing understandings of literacy through a triangulation of disruption, reclamation, and remembering relationships. This is enacted and explored through a range of diverse chapter contributions, written in the form of stories, poems, artworks, theatres, and essays, allowing the authentic voices of the authors to shine through, and opening up the English Language Arts as a space for engagement and interpretation with diverse, racialized understandings of literacy. Disrupting Eurocentric, colonized understandings that narrowly define literacy as reading and writing the colonial word, and advancing the movement to decolonize education, it will be of key interest to scholars, researchers, and educators with interest in literacy education, decolonizing education, anti-racist education, inclusive education, land-based literacy, and arts-based literacy.
Author: Gregorio Hernandez-Zamora Publisher: Multilingual Matters ISBN: 1847692621 Category : Political Science Languages : en Pages : 236
Book Description
Millions of descendants of the former colonized and enslaved peoples around the world are now classified as poor readers, bad writers, and unskilled learners. Are they illiterate or silenced people? Are they global citizens or global outcasts? Drawing from case studies of flesh and blood individuals in Mexico and the US, this book questions the colonizing images of the educationally excluded as 'illiterates', and explores the ways in which the long social history of conquest and colonization, plunder and globalization, is inscribed in the personal histories of today's subjugated people. It argues that rather than 'limited literacy skills' they face systematic lack of freedom to speak, act, and make decisions about their own lives. Literacy, thus, must be seen as a practice of voice and citizenship, rather than a technical skill.
Author: Michael Domínguez Publisher: Taylor & Francis ISBN: 1000904822 Category : Education Languages : en Pages : 235
Book Description
This text offers pre-service and in-service teachers pragmatic strategies for teaching middle-grades literacy in culturally proactive and sustaining ways. By demystifying big ideas and complex concepts, Domínguez and Seglem provide clear pathways and lessons for illuminating and engaging with race, ethnicity, culture, and identity in the middle-grade English Language Arts classroom. While addressing social justice, equity, diversity, and liberation can seem intimidating or unrelated to classroom practice, the authors demonstrate how weaving such questions into instruction benefits students’ development. The guidance, strategies, and lessons in this book provide an answer to the question: What does decolonial literacy teaching look like? Concrete but not prescriptive, the authors encourage us to reconsider accepted logics of schooling, so that we can better support adolescents as they navigate complex identity landscapes. Bringing together disparate conversations around reading, writing, identity, and decolonial thinking, and specifically tailored to the middle grades, this book serves as a comprehensive toolkit for praxis and covers such topics as cultural change, community connections, and racial literacy. Each chapter features tips on reading and writing instruction, Teacher Spotlights, Planning Questions, and Additional Resources to make it easy for educators to apply the strategies to their own contexts. An accessible entry to addressing challenging questions around identity in the classroom, this book is essential reading in courses and professional development on ELA and literacy methods as well as teaching culturally and linguistically diverse students. For teachers looking to push toward equity and reshape literacy education so that it serves all middle-grade students, Domínguez and Seglem offer plenty of accessible and motivating places to start.
Author: Linda Tuhiwai Smith Publisher: Routledge ISBN: 0429998627 Category : Education Languages : en Pages : 270
Book Description
Indigenous and decolonizing perspectives on education have long persisted alongside colonial models of education, yet too often have been subsumed within the fields of multiculturalism, critical race theory, and progressive education. Timely and compelling, Indigenous and Decolonizing Studies in Education features research, theory, and dynamic foundational readings for educators and educational researchers who are looking for possibilities beyond the limits of liberal democratic schooling. Featuring original chapters by authors at the forefront of theorizing, practice, research, and activism, this volume helps define and imagine the exciting interstices between Indigenous and decolonizing studies and education. Each chapter forwards Indigenous principles - such as Land as literacy and water as life - that are grounded in place-specific efforts of creating Indigenous universities and schools, community organizing and social movements, trans and Two Spirit practices, refusals of state policies, and land-based and water-based pedagogies.
Author: Gregorio Hernandez-Zamora Publisher: Multilingual Matters ISBN: 1847693946 Category : Language Arts & Disciplines Languages : en Pages : 236
Book Description
Millions of descendants of the former colonized and enslaved peoples around the world are now classified as poor readers, bad writers, and slow learners. Are they illiterate or silenced people? Are they global citizens or global outcasts? Drawing from case studies of flesh and blood individuals in Mexico and the U.S., this book questions the colonizing images of the “illiterate”, and explores the ways in which the long social history of conquest and colonization, plunder and globalization, is inscribed in the personal histories of today’s subjugated people. It argues that rather than “limited literacy skills” they face systematic lack of freedom to speak, act, and make decisions about their own lives. Literacy, thus, is understood as a key practice of voice and citizenship.
Author: Karen M. Magro Publisher: Canadian Scholars’ Press ISBN: 177338127X Category : Education Languages : en Pages : 250
Book Description
Canada is more diverse than ever before, and the application of transcultural literacies in Canadian classrooms is needed for the successful growth of students and teachers alike. In this edited volume, world-renowned educators offer unique perspectives on the impact of race, culture, and identity in the classroom. With an interdisciplinary approach, this book investigates not only how teachers can design learning spaces to accommodate diverse students, but also how they can build literacy programs to complement and further develop the varied strengths, skills, and experiences of those students. Educators will learn to better understand the trajectories of immigration: how immigrant students often enter the classroom after living in multiple places, acquiring several languages, and forming memories of places that are different from Canadian socio-cultural and geographic landscapes. Examining the roles of both teachers and students in transcultural language learning, this text will benefit students in teacher education programs and in graduate-level education studies that focus on language and literacy, diversity, and global citizenship.
Author: Carolyn McKinney Publisher: Multilingual Matters ISBN: 1788929268 Category : Political Science Languages : en Pages : 318
Book Description
Through a range of unconventional genres, representations of data, and dialogic, reflective narratives alongside more traditional academic genres, this book engages with contexts of decoloniality and border thinking in the Global South. It addresses processes of knowledge production and participation in the highly divided and unequal schooling and higher education system in South Africa, and highlights the consequences of the monolingual myth in post-colonial education, demonstrating opportunities for learning provided by translanguaging. It explores both embodied, multimodal and multilingual instances of knowledge-making in teaching and teacher education that take place outside but alongside formal classroom, lecture and seminar modes, and the positionality and learning experiences of teacher educators in science, literacy and language across the curriculum. The book is not only transdisciplinary but also captures the learning that takes place beyond the borders of disciplines and formal classroom spaces.
Author: Ola Erstad Publisher: Routledge ISBN: 1351398105 Category : Education Languages : en Pages : 474
Book Description
As fast-evolving technologies transform everyday communication and literacy practices, many young children find themselves immersed in multiple digital media from birth. Such rapid technological change has consequences for the development of early literacy, and the ways in which parents and educators are able to equip today’s young citizens for a digital future. This seminal Handbook fulfils an urgent need to consider how digital technologies are impacting the lives and learning of young children; and how childhood experiences of using digital resources can serve as the foundation for present and future development. Considering children aged 0–8 years, chapters explore the diversity of young children’s literacy skills, practices and expertise across digital tools, technologies and media, in varied contexts, settings and countries. The Handbook explores six significant areas: Part I presents an overview of research into young children’s digital literacy practices, touching on a range of theoretical, methodological and ethical approaches. Part II considers young children’s reading, writing and meaning-making when using digital media at home and in the wider community. Part III offers an overview of key challenges for early childhood education presented by digital literacy, and discusses political positioning and curricula. Part IV focuses on the multimodal and multi-sensory textual landscape of contemporary literary practices, and how children learn to read and write with and across media. Part V considers how digital technologies both influence and are influenced by children’s online and offline social relationships. Part VI draws together themes from across the Handbook, to propose an agenda for future research into digital literacies in early childhood. A timely resource identifying and exploring pedagogies designed to bolster young children’s digital and multimodal literacy practices, this key text will be of interest to early childhood educators, researchers and policy-makers.
Author: Mia Perry Publisher: Taylor & Francis ISBN: 1000917754 Category : Language Arts & Disciplines Languages : en Pages : 155
Book Description
This book presents a new vision of literacy that frames meaning-making and communication in relation to individual, collective, and ecological needs. Building on the concept of the pluriversal, Perry explores how literacy education can support multiple ways of being and becoming. In so doing, Perry rejects limiting and skills-focused definitions of literacy and instead embraces a more profound conceptualisation that reflects the boundless potential of literacy practices. Bringing together research from the Global North and South, Perry connects literacy education with semiotics, philosophy, sustainability studies, and geopolitics to argue for the urgency of a pluriversal model of literacy that combats a normative, neo-colonial understanding of reading and writing. Offering a unique contribution to the field of literacy studies, this book demonstrates how literacy is a semiotic process and literacy practices can connect learner needs with pathways to social, ecological, and cultural sustainability. With Perry as a guide, this illuminating book invites readers to join the journey into literacies beyond words, to arrive at a more holistic and inclusive understanding of what literacy practices are and can be.
Author: Derald Wing Sue Publisher: John Wiley & Sons ISBN: 1119241987 Category : Psychology Languages : en Pages : 304
Book Description
Turn Uncomfortable Conversations into Meaningful Dialogue If you believe that talking about race is impolite, or that "colorblindness" is the preferred approach, you must read this book. Race Talk and the Conspiracy of Silence debunks the most pervasive myths using evidence, easy-to-understand examples, and practical tools. This significant work answers all your questions about discussing race by covering: Characteristics of typical, unproductive conversations on race Tacit and explicit social rules related to talking about racial issues Race-specific difficulties and misconceptions regarding race talk Concrete advice for educators and parents on approaching race in a new way "His insistence on the need to press through resistance to have difficult conversations about race is a helpful corrective for a society that prefers to remain silent about these issues." —Christopher Wells, Vice President for Student Life at DePauw University "In a Canadian context, the work of Dr. Derald Wing Sue in Race Talk: and the Conspiracy of Silence is the type of material needed to engage a populace that is often described as 'Too Polite.' The accessible material lets individuals engage in difficult conversations about race and racism in ways that make the uncomfortable topics less threatening, resulting in a true 'dialogue' rather than a debate." —Darrell Bowden, M Ed. Education and Awareness Coordinator, Ryerson University "He offers those of us who work in the Diversity and Inclusion space practical tools for generating productive dialogues that transcend the limiting constraints of assumptions about race and identity." —Rania Sanford, Ed.D. Associate Chancellor for Strategic Affairs and Diversity, Stanford University "Sue's book is a must-read for any parent, teacher, professor, practioner, trainer, and facilitator who seeks to learn, understand, and advance difficult dialogues about issues of race in classrooms, workplaces, and boardrooms. It is a book of empowerment for activists, allies, or advocates who want to be instruments of change and to help move America from silence and inaction to discussion, engagement, and action on issues of difference and diversity. Integrating real life examples of difficult dialogues that incorporate the range of human emotions, Sue provides a masterful illustration of the complexities of dialogues about race in America. More importantly, he provides a toolkit for those who seek to undertake the courageous journey of understanding and facilitating difficult conversations about race." —Menah Pratt-Clarke, JD, PhD, Associate Provost for Diversity, University of Illinois Urbana-Champaign
Author: Towani Duchscher
Author: Towani Duchscher
Author: Gregorio Hernandez-Zamora
Author: Michael Domínguez
Author: Linda Tuhiwai Smith
Author: Gregorio Hernandez-Zamora
Author: Karen M. Magro
Author: Carolyn McKinney
Author: Ola Erstad
Author: Mia Perry
Author: Derald Wing Sue