Luminous Literacies shares examples of teachers and educators using local knowledge to illustrate literacy engagement and curriculum-making through scholarly accounts of experiences in teacher preparation courses, classrooms, and other community spaces in New Mexico.

The SAGE Encyclopedia of Out-of-School Learning documents what the best research has revealed about out-of-school learning: what facilitates or hampers it, where it takes place most effectively, how we can encourage it to develop talents and strengthen communities, and why it matters. Key features include: Approximately 260 articles organized A-to-Z in 2 volumes available in a choice of electronic or print formats Signed articles, specially commissioned for this work and authored by key figures in the field, conclude with Cross-References and Further Readings to guide students to the next step in a research journey Reader’s Guide groups related articles within broad, thematic areas to make it easy for readers to spot additional relevant articles at a glance Detailed Index, the Reader’s Guide, and Cross-References combine for search-and-browse in the electronic version Resource Guide points to classic books, journals, and websites, including those of key associations This title will be available on SAGE Knowledge, the ultimate social sciences library

The teacher’s role is to create opportunities that intrinsically motivate children to externalize their thoughts. Human beings have multiple means of expression: this is powerful when children have the opportunity to have a real voice. The realities of children’s experiences in their local communities are powerful resources for the language curriculum and help to create an understanding of the value the languages and cultures of children and teachers bring from a multicultural perspective. Thus, teachers can help children develop their cultural and linguistic identities to promote multiculturalism, multilingualism, and translingualism so they can thrive in a complex and changing world. The Handbook of Research on Socio-Cultural and Linguistic Perspectives on Language and Literacy Development approaches language and literacy development from a socio-cultural and linguistic perspective. This book offers global perspectives on language and literacy from international experts working with both children and educators. It offers readers a diversity of voices and experiences of professionals in the field that can inform their teaching and research. Covering topics such as critical literacy, emotional engagement, and multilingual resources, this major reference work is an indispensable resource for administrators and educators of both K-12 and higher education, pre-service teachers, teacher educators, biblio-therapists, librarians, researchers, and academicians.

There is growing pressure on teachers and other educators to understand and adopt the best ways to work with the various races, cultures, and languages that diverse learners represent in the ever-increasing culturally-diverse learning environments. Establishing sound cross-cultural pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. To that end, there is also a need for educators to prepare graduates who will better meet the needs of culturally diverse learners as well as support their students to become successful global citizens. The Handbook of Research on Social Justice and Equity in Education highlights cross-cultural perspectives, challenges, and opportunities pertaining to promoting cultural competence, equity, and social justice in education. It also explores multiple concepts of building a bridge from a monocultural pedagogical framework to cross-cultural knowledge. Covering topics such as diversity education and global citizenship, this major reference work is ideal for academicians, researchers, practitioners, policymakers, instructors, and students.

To re-engage students with literacy, teachers need an entry point that recognizes and honors students’ out-of-school identities. This book looks at how artifacts (everyday objects) access the daily, sensory world in which students live. Exploring how artifacts can generate literacy learning, the book shows teachers how to use a family photo, heirloom, or recipe to tell intergenerational tales; how to collaborate with local museums and cultural centers; how to create new material artifacts; and much more. Featuring vignettes, lesson examples, and photographs, the text includes chapters on community connections, critical literacy, adolescent writing, and digital storytelling. Book Features: A theoretical framework for teaching literacy that unites the domains of home and school and brings students’ passions to the forefront.A fresh, integrated synthesis of the fields of New Literacy Studies, multimodality, material cultural studies, and literacy education.New field-tested ideas for creating lessons that improve literacy standards. “This engaging book makes a significant contribution to our understanding of how artifactual knowledge and practices cross borders in ways that can lead to powerful learning.” —Rebecca Rogers, University of Missouri–St. Louis “Pahl and Rowsell provide a rich framework for approaching and engaging everyday artifacts as potential sites of story, community building, and identity performance. . . . They open significant new avenues to literacy educators.” —From the Foreword by Lesley Bartlett and Lalitha Vasudevan, both at Teachers College, Columbia University

This first-of-its-kind volume bridges Chicana/Latina feminist perspectives with education and offers innovative ideas on teaching and learning, and ways of knowing. This groundbreaking volume explores both Chicana/Latina feminist definitions of teaching and learning, and ways of knowing in education. The book’s contributors—Chicana/Latina feminist scholars—reinterpret the field of education as inter- and transdisciplinary and connected to ethnic, racial, and womanist scholarship. They examine mujer- (women-) centered definitions of pedagogy and epistemology rooted in Chicana/Latina theories and visions of life, family, community, and world. Armed with the tools of Chicana/Latina feminist thought, the contributors link cultural studies theories to critical/feminist pedagogies by re-envisioning the sites of pedagogy to include women’s brown bodies and their agency. Dolores Delgado Bernal is Associate Professor of Education and Chicana/o Studies at the University of Utah. C. Alejandra Elenes is Associate Professor of Women’s Studies at Arizona State University. Francisca E. Godinez teaches Educational Leadership and Policy Studies at California State University at Sacramento.

"....undeterred by sociological pessimism, Colin Lankshear hacks away at the underbrush, clearing a path for a new critical-liberatory discourse" James Paul Gee, Clark University, Worcester, Massachusetts. This book explores everyday social practices and how they influence who people are, what they become, the quality of their lives, the opportunities and possibilities open to them, and those they are denied. It focusses especially on language and literacy components of social practices, asking: How are language and literacy framed within different social practices? How are social practices in turn shaped and framed by language and literacy? What are the consequences for the lives and identities of individuals and groups? How can we understand these relationships, and build on this understanding to develop critical forms of literacy and language awareness that enhance human dignity, freedom and social justice? In addressing these questions the book draws on social practices from diverse settings: from classrooms using conventional texts to so-called "enchanted workplaces"; from a Third World peasant cooperative enterprise to modern technologically-equipped homes and classrooms. The result is a rich sociocultural account of language and literacy, which challenges narrow psychological and skills-based approaches, and provides an excellent theory base for informing the practice of literacy educators. It will be compelling reading for academics, teachers and students of language and literacy education, critical literacy, discourse studies and cultural studies.

This collection celebrates the work of Paulo Freire by assembling transnational perspectives on Freirean-based educational models that reconsider and reimagine language and literacy instruction, especially for multilingual learners. Offering an international and comparative overview of Freire’s theories and critical pedagogies in relation to multilingualism, this volume presents innovative analyses and applications of theories and methods and features case studies in public schools, after-school and community literacy programs, and grassroots activism. Part I features chapters that expand on Freire’s concepts and ideas, including critical literacies, critical consciousness, and liberatory teaching principles. Part II features chapters that discuss empirical analyses from applied research studies that draw from these philosophical concepts, making important connections to key topics on supporting students, curriculum development, and teaching. Ideal for students and scholars in language education, bilingual/multilingual methods, and sociology of education, the volume informs teacher knowledge and practice. In offering alternative paradigms to our dominant, homogenized monolingual status quo, the chapters present a shared vision of what multilingual literacy can offer students and how it can transform educational spaces into sites of imagination, creativity, and hope.

Rethinking Early Literacies honors the identities of young children as they read, write, speak, and play across various spaces, in and out of pre/school. Despite narrow curricular mandates and policies, the book highlights the language resources and tools that children cultivate from families, communities, and peers. The chapters feature children’s linguistic flexibility with multiple languages, creative appropriation of popular culture, participation in community literacy practices, and social negotiation in the context of play. Throughout the book, the authors critically reframe what it means to be literate in contemporary society, specifically discussing the role of educators in theorizing and rethinking language ideologies for practice. Issues influencing early childhood education in trans/national contexts are forefronted (e.g. racism, immigration rights, readiness) throughout the book, with a call to support and sustain communities of color.