Grounded in both theory and practice, with implications for both, this book is about children’s perspectives on the borders that society erects, and their actual, symbolic, ideational and metaphorical movement across those borders. Based on extensive ethnographic data on children of immigrants (mostly from Mexico, Central America and the Philippines) as they interact with undergraduate students from diverse linguistic, cultural and racial/ethnic backgrounds in the context of an urban play-based after-school program, it probes how children navigate a multilingual space that involves playing with language and literacy in a variety of forms.
Immigrant Children in Transcultural Spaces speaks to critical social issues and debates about education, immigration, multilingualism and multiculturalism in an historical moment in which borders are being built up, torn down, debated and recreated, in both real and symbolic terms; raises questions about the values that drive educational practice and decision-making; and suggests alternatives to the status quo. At its heart, it is a book about how love can serve as a driving force to connect people with each other across all kinds of borders, and to motivate children to engage powerfully with learning and life.
Chapter One: Introduction and Overview
Chapter Two: Blurring Borders at B-Club: Research, Theory, Practice
Chapter Three: Seeing with our Hearts
Chapter Four: A Pedagogy of Heart and Mind
Chapter Five: Shining Lights in a Globalized World
Chapter Six: Faces of Globalization: The Community Context
Chapter Seven: Learning and Love
Chapter Eight: Transculturation
Chapter Nine: Translanguaging
Chapter Ten: Transliteracies
Chapter Eleven: Policy, Practice, and Possibilities: Imagining Teaching and Learning for a New World
Appendix A: B-Club Kids Survey Responses 2012-13
The Expanding Literacies in Education Series features books that highlight the changing landscape and explore new directions and theoretical tools in literacy studies as it is transforming education—including material, embodied, affective, and global emphases; digital and virtual worlds; and transcultural and cosmopolitan spaces. Some books in the series locate emerging literacies in practices that extend or trouble their historical uses and functions. Others cross disciplinary borders, bringing new epistemologies to bear on evolving practices that question the very foundations of literacy scholarship. Polemical and forward-looking, encompassing public and vernacular pedagogies as well as formal education, these books engage researchers, graduate students, and teacher educators with new and emerging theoretical approaches to literacy practices in all of their complexities, challenges, and possibilities.