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.
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
Chapter 1: Cultures and the Dialogical Self
Sketching the Dialogue of Cultures
Constructing a Self
Dialoguing with Multiple Cultures
Dialoguing Through Uncertainty
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
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
Chapter 4: Identity, Literacies, Learning, Cultures, and the Dialogical Self
Some Reminders and Some New Connections
Learning through Isaac and Sam
What We Make of All This
Chapter 5: Agency, Identity, Literacies, Learning, Cultures, and the Dialogical Self
Last Words, at Least for Now
About the Authors
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.