Dialoguing across Cultures, Identities, and Learning: Crosscurrents and Complexities in Literacy Classrooms, 1st Edition (Paperback) book cover

Dialoguing across Cultures, Identities, and Learning

Crosscurrents and Complexities in Literacy Classrooms, 1st Edition

By Bob Fecho, Jennifer Clifton

Routledge

152 pages

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Description

Drawing on Dialogical Self Theory, this book presents a new framework for social and cultural identity construction in the literacy classroom, offering possibilities for how teachers might adjust their pedagogy to better support the range of cultural stances present in all classrooms.

In the complex multicultural/multiethnic/multilingual contexts of learning in and out of school spaces today, students and teachers are constantly dialoguing across cultures, both internally and externally, and these cultures are in dialogue with each other. The authors unpack some of the complexity of culture and identity, what people do with culture and identity, and how people navigate multiple cultures and identities. Readers are invited to re-examine how they view different cultures and the roles these play in their lives, and to dialogue with the authors about cultures, learning, literacy, identity, and agency.

Table of Contents

Contents

Dedication

Introduction

The Purpose of the Book

Creating a Context for Dialoguing about Cultures and Selves

Sketching the Landscape of the Book

What to Expect from This Book

References

Chapter 1: Cultures and the Dialogical Self

Sketching the Dialogue of Cultures

Constructing a Self

Dialoguing with Multiple Cultures

Dialoguing Through Uncertainty

References

Chapter 2: Learning, Cultures, and the Dialogical Self

So Where Is This Going?

Cultures, Learning and "Ideological Becoming"

Ideological Becoming within Ideological Environments

Relationships with the Self in Educational Contexts

Now, and Then

References

Chapter 3: Literacies, Learning, Cultures, and the Dialogical Self

Literacies and Dialogical Selves

Connecting Bakhtin, Literacy, and the Dialogical Self

Learning within Tensions

Implications for Teaching Reading and Writing

References

Chapter 4: Identity, Literacies, Learning, Cultures, and the Dialogical Self

Constructing Identities

Some Reminders and Some New Connections

Learning through Isaac and Sam

What We Make of All This

References

Chapter 5: Agency, Identity, Literacies, Learning, Cultures, and the Dialogical Self

Unpacking Agency

Takeaways

Last Words, at Least for Now

References

About the Authors

Index

About the Authors

Bob Fecho is Professor of English Education, Teachers College, Columbia University, USA.

Jennifer Clifton is Assistant Professor, Department of English (Rhetoric and Writing Studies), The University of Texas at El Paso, USA.

About the Series

Language, Culture, and Teaching Series

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.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU020000
EDUCATION / Multicultural Education
LAN010000
LANGUAGE ARTS & DISCIPLINES / Literacy