1st Edition

Paulo Freire and Multilingual Education
Theoretical Approaches, Methodologies, and Empirical Analyses in Language and Literacy

  • Available for pre-order. Item will ship after March 11, 2022
ISBN 9780367773557
March 11, 2022 Forthcoming by Routledge
304 Pages 12 B/W Illustrations

USD $48.95

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Book Description

This collection celebrates the work of Paulo Freire by assembling transnational perspectives on Freirean-based educational models that reconsider and reimagine language and literacy instruction, especially for multilingual learners. Offering an international and comparative overview of Freire’s theories and critical pedagogies in relation to multilingualism, this volume presents innovative analyses and applications of theories and methods, and features case studies in public schools, after-school and community literacy programs, and grassroots activism. Part I features chapters that expand on Freire’s concepts and ideas, including critical literacies, critical consciousness, and liberatory teaching principles. Part II features chapters that discuss empirical analyses from applied research studies that draw from these philosophical concepts, making important connections to key topics on supporting students, curriculum development, and teaching.

Ideal for students and scholars in language education, bilingual/multilingual methods, and sociology of education, the volume informs teacher knowledge and practice. In offering alternative to our dominant, homogenized monolingual status quo, the chapters present a shared vision of what multilingual literacy can offer students and how it can transform educational spaces into sites of imagination, creativity, and hope.

Table of Contents

Foreword: "The People" Lost in Translation

Samuel Rocha

  1. From Angicos to the World: Paulo Freire and the Task of Emancipatory Multilingual Education
  2. Sandro R. Barros and Luciana C. de Oliveira

    Part I: Theoretical and Methodological Approaches

  3. Critical Biliteracies: The Mutually Reinforcing Endeavors of Freirean Criticality and Bilingualism
  4. Chris K. Chang-Bacon and Soria E. Colomer Oregon State University

  5. The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies
  6. Brandon J. Sherman and Annela Teemant

  7. The Four R’s of Developing Critical Consciousness: Transforming Privileged Students’ Self-Understandings
  8. Adam Howard, Patrick Dickert, Wallace Tucker, and Sam Jefferson

  9. Reading the World and Conscientização: Teaching about Multilingualism for Social Justice for Multilingual Learners
  10. Heather Linville

    Part II: Empirical Analyses

  11. Dialogue, Narrative, and the Bureaucratized Mind: Amplifying the Voices of Marshallese Youth in a Community-based Writing Project
  12. Anny Fritzen Case, Marcy Dodd, Gina Mikel Petrie.

  13. Learning English as an Additional Language from Children’s Points of View in a Public School in Brazil: A Freirean Perspective
  14. Andrea da Silva Marques Ribeiro and Jessica F. Cruz

  15. Critical Educulturalism and Social Positionality Exploration: Teacher Education Culture Circles in the Borderlands.
  16. Kelly Metz-Matthews and Michele McConnell 

  17. Kindergarteners as Co-constructors of an Equitable Learning Community in a Dual Language Class: A Freirean Analysis
  18. Tatiana M. Cevallos and Rosa M. Floyd

  19. (Re)turning to Freirean-Philosophy in Preparing Content Teachers to work with Multilingual Students
  20. Kara Mitchell Viesca, Peiwen Wang, Brandon Heinz, Alexa Yunes

  21. Digital Storytelling as a Freirean-Based Pedagogy with Refugee-Background Youth
  22. Carrie Symons and Kasun Gajasinghe

  23. Ignoramuses and sages: Using Freirean concepts to co-construct a socially just education
  24. Gabriel Díaz Maggioli

  25. Planting Seeds: Pre-Service Teachers Explore the Legacies of Projeto Axé and Projeto Semear 
  26. Amanda Montes and Miguel Fernandez

  27. Rereading Learning, Schooling, and Race: Reflecting on Dialogical Language Teacher Preparation through Participatory Action Research
  28. Amanda J. Swearingen, Catherine McCarthy, Autumn E. Sanders, and Taylor

    M. Drinkman

  29. Problematização and Poesis: Making Problems with Freire and Someone Else’s Syllabus
  30. Cori McKenzie

  31. Bridging Multimodality and Criticality to Language Education with a Twist from the Global South: Multimodal Critical Consciousness as Multimodal Conscientização

Raúl Alberto Mora, Andrés Tobón-Gallego, Maria Camila Mejía-Vélez, and Elizabeth (Effy) Agudelo

Afterword by Valdir Borges

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Sandro R. Barros is Assistant Professor in the Department of Teacher Education at Michigan State University, USA.

Luciana C. de Oliveira is Associate Dean for Academic Affairs and Graduate Studies and a Professor in the School of Education at Virginia Commonwealth University, USA.