Navigating Languages, Literacies and Identities
Religion in Young Lives
Preview
Book Description
Navigating Languages, Literacies and Identities showcases innovative research at the interface of religion and multilingualism, offering an analytical focus on religion in children and adolescents’ everyday lives and experiences. The volume examines the connections between language and literacy practices and social identities associated with religion in a variety of sites of learning and socialization, namely homes, religious education classes, places of worship, and faith-related schools and secular schools. Contributors engage with a diverse set of complex multiethnic and religious communities, and investigate the rich multilingual, multiliterate and multi-scriptal practices associated with religion which children and adolescents engage in with a range of mediators, including siblings, peers, parents, grandparents, religious leaders, and other members of the religious community. The volume is organized into three sections according to context and participants: (1) religious practices at home and across generations, (2) religious education classes and places of worship and (3) bridging home, school and community. The edited book will be a valuable resource for researchers in applied linguistics, linguistic anthropology, socio-linguistics, intercultural communication, and early years, primary and secondary education.
Table of Contents
Prologue
Vally Lytra, Dinah Volk and Eve Gregory
Introduction
Vally Lytra, Dinah Volk and Eve Gregory
Part I: Religious Practices at Home and across Generations
1: Home Worship Service/Bible Reading/Reading Lesson: Syncretic Teaching and Learning in a Puerto Rican Family
Dinah Volk
2: Easter Celebrations at Home: Acquiring Symbolic Knowledge and Constructing Identities
Ana Souza, Olga Barradas and Malgorzata Woodham
3: Coming of Age: Amish Heritage Literacy Practices of Rumspringa, Adult Baptism, and Shunning
Suzanne Rumsey
Part II: Religious Education Classes and Places of Worship
4: Socialization into Religious Sensation in Children’s Catholic Religious
Instruction
Patricia Baquedano-López
5: The "Responsive Reading" and Reading Responsively: Language, Literacy, and African American Student Learning in the Black Church
Tryphenia B. Peele-Eady
6: Heavenly Entextualisations: The Acquisition and Performance of Classical Religious Texts
Andrey Rosowsky
7: Moving across Languages, Literacies and Schooling Traditions
Leslie C. Moore
8: Children's Representations of the Temple in Text and Talk in a Tamil Hindu/Saiva Faith Community in London
Vally Lytra, Eve Gregory and Arani Ilankuberan
Part III: Bridging Home, School and Community
9: Joseph …. Yusuf: Changing Names, Navigating Spaces, Articulating Identities
Ambarin Mooznah Auleear Owodally
10: Secular and Religious Literacies in Multilingual Hasidic Homes and Schools in Brooklyn
Ayala Fader
11: Engendering ‘dispositions’ in communicative and semiotic practices:
Insights from the Nishkam nursery project
Gopinder Kaur Sagoo
12: Supporting children’s learner identities through faith: Ghanaian Pentecostal and Bangladeshi Muslim communities in London
Charmian Kenner, Amoafi Kwapong, Halimun Choudhury and Mahera Ruby
Conclusion
Susi Long
Editor(s)
Biography
Vally Lytra is Lecturer in Languages in Education at Goldsmiths, University of London. Her books include Play Frames and Social Identities (Benjamins, 2007), Multilingualism and Identities across Contexts: Cross-disciplinary Perspectives on Turkish-speaking Youth in Europe (co-editor Jens Normann Jørgensen, University of Copenhagen, 2008), Sites of Multilingualism: Complementary Schools in Britain Today (co-editor Peter Martin, Trentham, 2010), and When Greeks and Turks Meet: Interdisciplinary Perspectives on the Relationship since 1923 (Ashgate, 2014).
Dinah Volk is Professor Emerita, Early Childhood Education, Cleveland State University, Cleveland, Ohio. She is co-author of "Diversity as a verb in preservice teacher education" in Contemporary Issues in Early Childhood and co-editor with Gregory and Long of a special issue of Journal of Early Childhood Literacy on syncretic literacies.
Eve Gregory is Professor Emerita at Goldsmiths, University of London. Her books include City Literacies (joint author, Ann Williams) (Routledge, 2000), On Writing Educational Ethnographies: The Art Of Collusion (joint authors J. Conteh, C. Kearney & A. Mor-Sommerfeld) and Learning to Read in a New Language (Routledge, 2008).
Reviews
"This complex bringing together of work in a number of fields related to religion, education, identity and literacy practices offers an original contribution that can help those already working in perhaps some of these areas to bridge and link a range of perspectives in a global context." —Brian Street, King’s College London, UK