Reconceptualizing literacy in the new age of multiculturalism and pluralism / edited by Patricia Ruggiano Schmidt, Le Moyne College, Athier M. Lazar, St. Joseph's University.

Contributor(s):

Schmidt, Patricia Ruggiano, 1944-

Material type: Text

TextSeries: Language, literacy, and learningPublisher: Charlotte, NC : Information Age Publishing, 2016Edition: 2nd editionDescription: 1 online resourceContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9781681232416
1681232413

Subject(s):

Genre/Form:

Electronic books.

Additional physical formats: Print version:: Reconceptualizing literacy in the new age of multiculturalism and pluralism.DDC classification:

306.44/6 23

LOC classification:

LC149 .R45 2016eb

Online resources:

Click here to access online

Contents:

Cover; Series page; Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism, 2nd Edition; Library of Congress Cataloging-in-Publication Data; Dedication; Contents; Foreword; Preface; Acknowledgment; SECTION I: THEORETICAL FRAME; CHAPTER 1: Frameworks for Promoting Multicultural Literacies; CHAPTER 2: Multicultural Beliefs and Practices of Early Childhood Practitioners; SECTION II: POWER, PEDAGOGY, AND SOCIAL EQUITY; CHAPTER 3: Monocultural Literacy; CHAPTER 4: The Possibilities of Social Equity Literacy Teaching in an Era of Accountability; SECTION III: NEW LITERACIES.

CHAPTER 5: Mapping Critical Media Literacy onto Iterative Remix PracticeCHAPTER 6: The Nexus of Critical and Digital Literacies; CHAPTER 7: Low-SES ELLs' New Literacies Outside School; SECTION IV: LITERACY AND CULTURE; CHAPTER 8: Literacy Capital in Two Immigrant Families; CHAPTER 9: Cultural Issues Related to Teaching Reading; CHAPTER 10: Best Practice(s)? The Cultural Discourse of Developmentalism in American Early Education; CHAPTER 11: Culturally Compelling Genre Teaching; SECTION V: CONNECTING WITH GLOBAL PERSPECTIVES; CHAPTER 12: Risk the Leap.

CHAPTER 13: How the Children of Cross-National Marriage Families Become BilingualCHAPTER 14: Cultural Literacy Practices in U.S. Public Schools; CHAPTER 15: Literacy Engagement in Refugee Families; SECTION VI: TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT; CHAPTER 16: From Minding the Gaps to Mending the Gaps; CHAPTER 17: Beyond Pedagogy in Teacher Education; CHAPTER 18: Critical Conversations in Teacher Education; CHAPTER 19: "How Are We Going to Be Testing That?"; Author Biographies; Index.

Summary: Offers a array of essays with challenging ideas and analyses of power asymmetries, multiple epistemologies and vital concerns for the education of a different America, the America of new immigrants, people of color with other cultures, languages and values. The authors also force us to reflect on the educational challenges we must face, especially in teacher education and the preparation of intellectual leaders. None of the major agenda items associated with a new era of social justice can be either comprehended or accomplished without a profound understanding of multicultural literacy, and of its relationship to ethnic, racial, cultural and linguistic diversity. Contributors bring us face to face with issues and challenges we can no longer sweep under the rug. This volume lays down a general conceptual foundation that permits us to link our theoretical past with the post-modern era. It also provides a clear context for the discussion of contrasting notions of monocultural literacy and the relationship of literacy and power. The authors go on to deal with the relationship of literacy and culture (actually to specific cultures, especially African American). At this point the discourse turns to strategies for incorporating minority perspectives into the literacy curriculum and including the home cultures of disenfranchised peoples. The last section of the book offers help on the practical issues of teacher education for student populations often ignored, and linkages between schools and homes in order to empower the disenfranchised and isolated. --From publisher description.

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Offers a array of essays with challenging ideas and analyses of power asymmetries, multiple epistemologies and vital concerns for the education of a different America, the America of new immigrants, people of color with other cultures, languages and values. The authors also force us to reflect on the educational challenges we must face, especially in teacher education and the preparation of intellectual leaders. None of the major agenda items associated with a new era of social justice can be either comprehended or accomplished without a profound understanding of multicultural literacy, and of its relationship to ethnic, racial, cultural and linguistic diversity. Contributors bring us face to face with issues and challenges we can no longer sweep under the rug. This volume lays down a general conceptual foundation that permits us to link our theoretical past with the post-modern era. It also provides a clear context for the discussion of contrasting notions of monocultural literacy and the relationship of literacy and power. The authors go on to deal with the relationship of literacy and culture (actually to specific cultures, especially African American). At this point the discourse turns to strategies for incorporating minority perspectives into the literacy curriculum and including the home cultures of disenfranchised peoples. The last section of the book offers help on the practical issues of teacher education for student populations often ignored, and linkages between schools and homes in order to empower the disenfranchised and isolated. --From publisher description.

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