"Social Justice through Pedagogies of Multiliteracies explores the ways in which pedagogies of multiliteracies can be used to promote and achieve situated forms of social justice, especially for minoritized L2 learners. This edited collection focuses on pedagogies of multiliteracies that seek to develop and strengthen L2 learner identity and agency within and outside formal educational contexts in bilingual, multilingual, multimodal, community, language, and teacher education. The volume contextualizes agency and identity around questions, ideologies, and issues related to language, gender, sex, sexuality, body, race, and ethnicity. Contributions illustrate the design and implementation of pedagogies of multiliteracies through a diverse range of modalities and settings: linguistic landscapes, graphic novels, picturebooks, photovoice, text, and imagery through instructor- and student-developed materials. The volume acknowledges, enacts, and builds upon the responsibility of L2 educators to develop pedagogies of multiliteracies that reflect the life experiences, identities, and needs of minoritized L2 individuals in the curriculum in order to realize the social justice aim of L2 education. Social Justice through Pedagogies of Multiliteracies will be of interest to L2 researchers, teachers, and teacher educators"--

Social Justice through Pedagogies of Multiliteracies explores the ways in which pedagogies of multiliteracies can be used to promote and achieve situated forms of social justice, especially for minoritized L2 learners. This edited collection focuses on pedagogies of multiliteracies that seek to develop and strengthen L2 learner identity and agency within and outside formal educational contexts in bilingual, multilingual, multimodal, community, language, and teacher education. The volume contextualizes agency and identity around questions, ideologies, and issues related to language, gender, sex, sexuality, body, race, and ethnicity. Contributions illustrate the design and implementation of pedagogies of multiliteracies through a diverse range of modalities and settings: linguistic landscapes, graphic novels, picturebooks, photovoice, text, and imagery through instructor- and student-developed materials. The volume acknowledges, enacts, and builds upon the responsibility of L2 educators to develop pedagogies of multiliteracies that reflect the life experiences, identities, and needs of minoritized L2 individuals in the curriculum in order to realize the social justice aim of L2 education. Social Justice through Pedagogies of Multiliteracies will be of interest to L2 researchers, teachers, and teacher educators.

"Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second language instructional contexts, with a focus on inclusive practices and social justice. This edited collection brings together a team of international contributors to offer a global perspective on the application of multiliteracies in L2 education. Through the analysis of classroom-based qualitative and quantitative data on different aspects of the multiliteracies pedagogy, the book shows how the multiliteracies pedagogy can facilitate more inclusive practices while providing suggestions for pedagogical interventions and future research. This book will be a key resource for language educators, researchers and practitioners interested in the multiliteracies pedagogy, as well as those interested in critical and social justice approaches to language teaching"--

This timely book focuses on different social justice pedagogies and how they can work within standards and district mandates in a variety of English language arts classrooms. With detailed analysis and authentic classroom vignettes, the author explores how teachers cultivate relationships for equity, utilize transformative language practices, demonstrate critical caring, and develop students’ critical literacies with traditional and critical content. Boyd offers a comprehensive model for taking social action with youth that also considers the obstacles teachers are likely to encounter. Presenting the case for more equity-oriented teaching, this rich resource examines the benefits of engaging students with critical pedagogies and provides concrete methods for doing so. Written for both pre- and inservice teachers, the text includes adaptable teaching models and tested ideas for preparing to teach for social justice. “This is an appealing vision for the future, for it bears much promise—for our classrooms, and also for the future our students will both shape and inhabit.” —From the Foreword by Deborah Appleman, Carleton College “Through the careful observation and analysis of three teachers with different approaches to teaching critical literacy, Ashley Boyd provides a repertoire of practices rich with detail.” —Hilary Janks, Wits University, South Africa “This important book counters the belief of so many teacher educators who think that social justice asks too much of teachers.” —George W. Noblit, The University of North Carolina at Chapel Hill

What knowledge and tools do pre- and in-service educators need to teach for and about social justice across the curriculum in K-12 classrooms? This compelling text synthesizes in one volume historical foundations, philosophic/theoretical conceptualizations, and applications of social justice education in public school classrooms. Part one details the history of the multicultural movement and the instantiation of public schooling as a social justice project. Part two connects theoretical frameworks to social justice curricula. Parts I and II are general to all K-12 classrooms. Part three provides powerful specific subject-area examples of good practice, including English as a Second Language and Special/ Exceptional Education Social Justice Pedagogy Across the Curriculum includes highlighted 'Points of Inquiry' and 'Points of Praxi's sections offering recommendations to teachers and researchers and activities, resources, and suggested readings. These features invite teachers at all stages of their careers to reflect on the role of social justice in education, particularly as it relates to their particular classrooms, schools, and communities. Relevant for any course that addresses history, theory, or practice of multicultural/social justice education, this text is ideal for classes that are not subject-level specific and serve a host of students from various backgrounds.

For over 30 years, Teaching for Diversity and Social Justice has been the definitive sourcebook of theoretical foundations, pedagogical and design frameworks, and curricular models for social justice teaching practice. Thoroughly revised and updated, this fourth edition continues in the tradition of its predecessors to cover the most relevant issues and controversies in social justice education (SJE) in a practical, hands-on format. Filled with ready-to-apply activities and discussion questions, this book provides teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. The revised edition also focuses on providing students and participants with the tools needed to apply their learning about these issues. This fourth edition includes new and revised material for each of the core chapters in the book complemented by fully developed online teaching designs, including over 150 downloadables, activities, and handouts on the book’s companion website. A classic for educators across disciplines and contexts, Teaching for Diversity and Social Justice presents a thoughtful, well-constructed, and inclusive foundation for engaging people in the complex and often daunting problems of discrimination and inequality in American society.

A sourcebook that addresses the need to facilitate communication and understanding between members of diverse social groups, providing a framework in which students can engage and critically analyze several forms of social oppression.

Bringing together renowned scholars in literacy education, this volume offers the first comprehensive account of the evolution and future of multiliteracies pedagogy. This groundbreaking collection examines the rich contributions of the New London Group (NLG)—an international gathering of noted scholars who met in 1996 and influenced the direction of literacy scholarship for decades to come. With a focus on design and multimodality as key concerns in literacy pedagogy, these ideas have become even more salient as literacy has become intertwined with digital technologies. The essays in this book not only provide an overview of the fundamental ideas of NLG and their importance across literacy, communications, and media studies, but also explore how these concepts have been adapted by today’s educators to better prepare students for a rapidly changing, globalized world. Contributors include Bill Cope, James Paul Gee, Carey Jewitt, Mary Kalantzis, Gunther Kress, Mary B. McVee, Sarah Michaels, Rebecca Rogers, Jennifer Rowsell, and Karen E. Wohlwend. “I’ve read a lot about the importance of new literacies, digital literacies, and multi-literacies—and now there is finally a book that moves this whole cluster into the world of curriculum and pedagogy! Bravo!” —P. David Pearson, University of California, Berkeley “This book warrants deep engagement by teachers, teacher educators, researchers, and all who are concerned with schooling and social justice in the ever-changing world of the 21st century.” —Len Unsworth, Learning Sciences Institute Australia “This collection showcases authors at the leading edge of multiliteracies research and scholarship. It provides a fascinating and accessible state-of-the art assessment of a major approach to understanding literacy practices in the digital era.” —Michele Knobel, Montclair State University

The Handbook of Social Justice in Education, a comprehensive and up-to-date review of the field, addresses, from multiple perspectives, education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice. Each of the nine sections explores a primary theme of social justice and education: Historical and Theoretical Perspectives International Perspectives on Social Justice in Education Race and Ethnicity, Language and Identity: Seeking Social Justice in Education Gender, Sexuality and Social Justice in Education Bodies, Disability and the Fight for Social Justice in Education Youth and Social Justice in Education Globalization: Local and World Issues in Education The Politics of Social Justice Meets Practice: Teacher Education and School Change Classrooms, Pedagogy, and Practicing Justice. Timely and essential, this is a must-have volume for researchers, professionals, and students across the fields of educational foundations, multicultural/diversity education, educational policy, and curriculum and instruction.