© 2003 – Routledge
This volume brings together researchers and participants from diverse groups, reflecting the different ways in which the field of multicultural literacies has been interpreted. A common theme across the chapters is attention to the ways in which elements of difference--race, ethnicity, gender, class, and language--create dynamic tensions that influence students' literacy experiences and achievement. The hope of the editors is that readers will build on the experiences and findings presented so that the field of multicultural literacies will have a greater impact of literacy research, policy, and practice.
"The book is well organized exploring in depth the complex relation among culture, language, literacy, and identity through presenting different aspects such as reader response, genre, gender, and so forth from different researchers' views in each chapter….All details of the studies are well described so that readers can apply easily these methods that facilitate learners' literacy. This book can be very beneficial to a wide audience which includes literacy researchers, teacher educators, pre-service and in-service teachers, and policymakers."
"The editors are well respected as literacy researchers with expertise in the topic of this book….The choice of contributors is good….This is a strong book reflecting some cutting-edge thinking."
University of Hawai'i
Contents: Preface. G.E. Garcia, Introduction: Giving Voice to Multicultural Literacy Research and Practice. E.B. Bauer, Finding Esmerelda's Shoes: A Case Study of a Young Bilingual Child's Response to Literature. J. Dworin, Examining Children's Biliteracy in the Classroom. S.J. Meacham, Headwoman's Blues: Small Group Reading and the Interactions of Culture, Gender, and Ability. R. Lalik, L. Dellinger, R. Druggish, Fostering Collaboration Between Home and School Through Curriculum Development: Perspectives of Three Appalachian Children. T.L. McCarty, G.S. Dick, Telling the People's Stories: Literacy Practices and Processes in a Navajo Community School. L. Gunderson, J. Anderson, Multicultural Views of Literacy Learning and Teaching. R. Barrera, R.E. Quiroa, R. Valdivia, Spanish in Latino Picture Storybooks in English: Its Use and Textual Effects. S.M. Oran, From the Mountain to the Mesa: Scaffolding Preservice Teachers' Knowledge About the Cultural Contexts of Literacy. D.M. Truscott, S. Watts-Taffe, English as a Second Language, Literacy Development in Mainstream Classrooms: Application of a Model for Effective Practice. R. Rueda, E. Garcia, Assessing and Assisting Performance of Diverse Learners: A View of Responsive Teaching in Action. M.A. Moore-Hart, B.J. Diamond, J.R. Knapp, The Implementation of a Multicultural Literacy Program in Fourth- and Fifth-Grade Classrooms. F.A. Levin, M.W. Smith, D.S. Strickland, Pitfalls and Potential: Multicultural Literature and Teacher Study Groups. A.I. Willis, V.J. Harris, Afterword.