Introducing a framework for culturally sustaining Systemic Functional Linguistics (SFL) praxis, Harman, Burke and their contributing authors guide readers through a practical and analytic exploration of youth participatory work in ELA and art classrooms, and community settings. Applying an SFL lens to critical literacy and schooling, this book articulates a vision for youth learning and civic engagement that focuses on the power of performance, spatial learning, community activism, and student agency. The book offers a range of research-driven, multimodal resources and methods for teachers to encourage students’ meaning-making. The authors share how teachers and community activists can interact and support diverse and multilingual youth, fostering a dynamic environment that deepens inquiry of the arts and disciplinary area knowledge. Research in this volume provides a model for collaborative engagement and community partnerships, featuring the voices of students and teachers to highlight the importance of agency and action research in supporting literacy learning and transformative inquiry. Demonstrating theoretically and practically how SFL praxis can be applied broadly and deeply in the field, this volume is suitable for pre-service teachers, teacher educators, graduate students, and scholars in bilingual and multilingual education, literacy education, and language policy.
1. Introduction: Why this work? Organization of the book
2. Description of the theoretical tenets and pedagogical design of our CS SFL praxis
3.Building blocks with block-building
4.Congruent modalities: Photography and storytelling (case studies and two short interludes from youth members)
5.Walking Neighborhoods and Mapping Assets and Deficits of Communities (interlude from urban geographer)
6.Embodying issues and solutions: Rehearsing, presenting and performing (drawn from Harman and Varga-Dobai’s (2012) article on Latina Girls speak out and her current work) (Interlude from youth and adult member of group)
7.Teacher Voices: How Educators perceive their work during and after engagement with the CS SFL approach in our Youth! Art Institute (Interludes of teachers interwoven into chapter)
8.Theoretical reflections on the affordances and challenges of this work. (Interlude from doctoral student)
9.Bringing it all together: Implications and future work
This series of texts for undergraduate- and graduate-level teacher education courses focuses on the intersections of language, culture, and teaching – specifically on how language and culture inform classroom practice. Books in the series are intended as primary or supplementary texts in the growing range of courses that address issues such as, but not limited to, foundations of multicultural education; multicultural children’s literature; teaching diverse populations; foundations of bilingual education; teaching English as a second language; and sociocultural issues in teaching.
The primary objectives of the series are to challenge traditional biases about diversity and about students of diverse languages and cultures, and to reframe the conventional idea of the textbook by envisioning classroom practice as critical, creative, and liberatory.