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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Bibliographic Details
Other Authors Assaf, Lori Czop (Editor), Sowa, Patience Adjekai (Editor), Zammit, Katina (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K. : Emerald Publishing Limited, 2022.
SeriesAdvances 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
Online AccessFull text
ISBN9781801179348
DOI10.1108/S1479-3687202239
Physical Description1 online resource (404 pages).

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Table of Contents:
  • 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.

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