Founded by Sonia Nieto, 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. The current series editors are Laura Valdiviezo and Sonia Nieto. Please submit new proposals to Laura Valdiviezo and Routledge Editor Karen Adler at [email protected].
Latina Agency through Narration in Education Speaking Up on Erasure, Identity, and Schooling
Culturally Sustaining Systemic Functional Linguistics Praxis Embodied Inquiry with Multilingual Youth
Teaching Culturally Sustaining and Inclusive Young Adult Literature Critical Perspectives and Conversations
Doing Youth Participatory Action Research Transforming Inquiry with Researchers, Educators, and Students
Multiliteracies in World Language Education
By Thandeka K. Chapman, Nikola Hobbel
April 21, 2022
How can we continue to support educators who wish to design and facilitate social justice classrooms? What knowledge and tools do pre- and in-service educators need to teach about (in)equity, (in)justice, resilience, and agency across the curriculum in K–12 classrooms? The new edition of this ...
By Carmen M. Martinez-Roldan
February 16, 2021
Drawing on critical and sociocultural frameworks, this volume presents narrative studies by or about Latinas in which they speak up about issues of identity and education. Using narratives, self-identification stories, and testimonios as theory, methodology, and advocacy, this volume brings ...
By Ruth M. Harman, Kevin J. Burke
April 07, 2020
By introducing a framework for culturally sustaining Systemic Functional Linguistics (SFL) praxis, Harman, Burke and other contributing authors guide readers through a practical and analytic exploration of youth participatory work in classroom and community settings. Applying an SFL lens ...
By Meg Gebhard
February 21, 2019
Written from a critical perspective, this volume provides teachers, teacher educators, and classroom researchers with a conceptual framework and practical methods for teaching and researching the disciplinary literacy development of English language learners (ELLs). Grounded in a nuanced critique ...
By María del Carmen Salazar, Jessica Lerner
February 01, 2019
Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners. Covering theory, research, and practice, María del Carmen Salazar...
By R. Joseph Rodríguez
July 16, 2018
In this book, Rodríguez uses theories of critical literacy and culturally responsive teaching to argue that our schools, and our culture, need sustaining and inclusive young adult (YA) literature/s to meet the needs of culturally and linguistically diverse readers and all students. This book ...
By Sonia Nieto
September 07, 2017
Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and ...
By Bob Fecho, Jennifer Clifton
September 26, 2016
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 ...
By Carolyn McKinney
August 09, 2016
Critiquing the positioning of children from non-dominant groups as linguistically deficient, this book aims to bridge the gap between theorizing of language in critical sociolinguistics and approaches to language in education. Carolyn McKinney uses the lens of linguistic ideologies—teachers’ and ...
By Tara Goldstein, Gordon Pon, Timothy Chiu, Judith Ngan
November 01, 2002
Teaching and Learning in a Multilingual School: Choices, Risks, and Dilemmas is for teachers and teacher educators working in communities that educate children who do not speak English as a first language. At the center of the book are findings from a four-year critical ethnographic case study of a...
By Nicole Mirra, Antero Garcia, Ernest Morrell
November 16, 2015
Doing Youth Participatory Action Research offers an unprecedented, in-depth exploration of the pragmatics and possibilities of youth-driven research. Drawing upon multiple years of experience engaging youth in rigorous, critical inquiry about the conditions impacting their lives, the authors ...
By Yuri Kumagai, Ana López-Sánchez, Sujane Wu
October 12, 2015
Putting a multiliteracies framework at the center of the world language curriculum, this volume brings together college-level curricular innovations and classroom projects that address differences in meaning and worldviews expressed in learners’ primary and target languages. Offering a rich ...