Global meaning making : disrupting and interrogating international language and literacy research and teaching

We live in an increasingly interdependent and interconnected world. The COVID-19 crisis has provided a stark reminder of the enormous educational inequities within and across countries around the globe. Featuring international language and literacy researchers who apply various tenets of global mean...

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Other Authors: Assaf, Lori Czop, (Editor), Sowa, Patience Adjekai, (Editor), Zammit, Katina, (Editor)
Format: eBook
Language: English
Published: Bingley, U.K. : Emerald Publishing Limited, 2022.
Series: Advances in research on teaching ; v. 39.
Subjects:
Literacy > Research.
Language and languages > Research.
Globalization.
Education > Teaching Methods & Materials > Language Arts.
Literacy.
elektronické knihy
electronic books
ISBN: 9781801179348
Physical Description: 1 online resource (404 pages).

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080 |a 37 
245 0 0 |a Global meaning making :  |b disrupting and interrogating international language and literacy research and teaching /  |c edited by Lori Czop Assaf (Texas State University, USA), Patience Sowa (RTI International, USA), and Katina Zammit (Western Sydney University, Australia). 
264 1 |a Bingley, U.K. :  |b Emerald Publishing Limited,  |c 2022. 
264 4 |c ©2022 
300 |a 1 online resource (404 pages). 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
490 1 |a Advances in research on teaching ;  |v v. 39 
504 |a Includes bibliographical references and index. 
505 0 |a Preface / Robert Tierney Section 1. Literacy Programs, Policies and Curriculum -- Chapter 1. Introduction: Stitching a global meaning making patchwork quilt / Patience Sowa, Katina Zammit, and Lori Czop Assaf -- Chapter 2. International literacy development in the peruvian amazon: Three problematic assumptions / Desirée Pallais-Downing -- Chapter 3. Becoming global meaning makers: The making and remaking of literacy education expertise and practice in belize / Odelia Caliz, Ray Lawrence, Rashid Murillo, Denise Neal, Jennifer Sanders, Yvonne Tyndall-Howell, and Deborah Williams -- Chapter 4. Tapasa: An invitation to decolonize literacy teacher education in aotearoa new zealand / Jessica Cira Rubin and David Taufui Mikato Fa'avae -- Chapter 5. Academic literacies from the south to the south: Tensions and advances in three initiatives located in ibero-america / María Constanza Errázuriz, Lucía Natale, and Juan Antonio Núñez Cortés Section 2. Language of Instruction Policies and Practices -- Chapter 6. Challenges and practical considerations of the choice of languages of instruction in low and middle income countries / Patience Sowa -- Chapter 7. Challenging existing spaces: Deconstructing indigenous power imbalances within aotearoa new zealand / Rachel Martin and Amanda Denston -- Chapter 8. Between many worlds: Which language to use in primary schools - mother tongue, vernacular, or english? / Carol Abiri and Katina Zammit -- Chapter 9. Community mapping in one rural community in South Africa: Teacher candidates grapple with colonizing influences on language and literacy / Lori Czop Assaf, Kristie O'Donnell Lussier, and Meagan Hoff Section 3. Engaging in Global Literacies -- Chapter 10. Interrupting existing frames and being mindful: An examination of culturally responsive teachers of high performing immigrant and refugee youth in a German secondary school / K. Dara Hill -- Chapter 11. Cosmopolitanism to frame teaching global literacies / Shea N. Kerkhoff and Ming Yi -- Chapter 12. "my way is a little bit wrong:" how refugee-background students negotiate the boundaries of American academic literacies / Meagan Hoff -- Chapter 13. School interrupted: Issues and perspectives from covid-19 remote teaching / Chinwe H. Ikpeze and Susan Schultz -- Chapter 14. Voices of Chinese students: What motivates them to read? / Jiening Ruan and Susan Schultz -- Chapter 15. Conclusion / Katina Zammit, Lori Czop Assaf, and Patience Sowa. 
520 |a We live in an increasingly interdependent and interconnected world. The COVID-19 crisis has provided a stark reminder of the enormous educational inequities within and across countries around the globe. Featuring international language and literacy researchers who apply various tenets of global meaning making to disrupt and interrogate contradictions and tensions in global scholarship, Global Meaning Making focuses on a model of interrogating international literacy research and pedagogical pursuits with the ultimate goal of transforming how we engage in global endeavours. Organized around three major themes: Literacy Programs, Policies and Curriculum; Language of Instruction Policies and Practices and Engaging in Global Literacies, chapter authors reimagine global approaches that respect the histories, ways of knowing, needs, hopes and values of voices beyond the western, including those from the Global South: Asia, Africa, Oceania, and South and Central Americas. Each chapter outlines research the chapter authors are conducting or have conducted and describes implications for how their work utilizes tenets of global meaning making. 
588 0 |a Print version record. 
650 0 |a Literacy  |x Research. 
650 0 |a Language and languages  |x Research. 
650 0 |a Globalization. 
650 7 |a Education  |x Teaching Methods & Materials  |x Language Arts.  |2 bisacsh 
650 7 |a Literacy.  |2 bicssc 
655 7 |a elektronické knihy  |7 fd186907  |2 czenas 
655 9 |a electronic books  |2 eczenas 
700 1 |a Assaf, Lori Czop,  |e editor. 
700 1 |a Sowa, Patience Adjekai,  |e editor. 
700 1 |a Zammit, Katina,  |e editor. 
776 0 8 |i Print version:  |z 9781801179331 
776 0 8 |i PDF version:  |z 9781801179324 
830 0 |a Advances in research on teaching ;  |v v. 39. 
856 4 0 |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/S1479-3687202239  |y Full text 

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