Paulo Freire and Multilingual Education
Theoretical Approaches, Methodologies, and Empirical Analyses in Language and Literacy
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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
- From Angicos to the World: Paulo Freire and the Task of Emancipatory Multilingual Education
- Critical Biliteracies: The Mutually Reinforcing Endeavors of Freirean Criticality and Bilingualism
- The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies
- The Four R’s of Developing Critical Consciousness: Transforming Privileged Students’ Self-Understandings
- Reading the World and Conscientização: Teaching about Multilingualism for Social Justice for Multilingual Learners
- Dialogue, Narrative, and the Bureaucratized Mind: Amplifying the Voices of Marshallese Youth in a Community-based Writing Project
- Learning English as an Additional Language from Children’s Points of View in a Public School in Brazil: A Freirean Perspective
- Critical Educulturalism and Social Positionality Exploration: Teacher Education Culture Circles in the Borderlands.
- Kindergarteners as Co-constructors of an Equitable Learning Community in a Dual Language Class: A Freirean Analysis
- (Re)turning to Freirean-Philosophy in Preparing Content Teachers to work with Multilingual Students
- Digital Storytelling as a Freirean-Based Pedagogy with Refugee-Background Youth
- Ignoramuses and sages: Using Freirean concepts to co-construct a socially just education
- Planting Seeds: Pre-Service Teachers Explore the Legacies of Projeto Axé and Projeto Semear
- Rereading Learning, Schooling, and Race: Reflecting on Dialogical Language Teacher Preparation through Participatory Action Research
- Problematização and Poesis: Making Problems with Freire and Someone Else’s Syllabus
- Bridging Multimodality and Criticality to Language Education with a Twist from the Global South: Multimodal Critical Consciousness as Multimodal Conscientização
Sandro R. Barros and Luciana C. de Oliveira
Part I: Theoretical and Methodological Approaches
Chris K. Chang-Bacon and Soria E. Colomer Oregon State University
Brandon J. Sherman and Annela Teemant
Adam Howard, Patrick Dickert, Wallace Tucker, and Sam Jefferson
Part II: Empirical Analyses
Anny Fritzen Case, Marcy Dodd, Gina Mikel Petrie.
Andrea da Silva Marques Ribeiro and Jessica F. Cruz
Kelly Metz-Matthews and Michele McConnell
Tatiana M. Cevallos and Rosa M. Floyd
Kara Mitchell Viesca, Peiwen Wang, Brandon Heinz, Alexa Yunes
Carrie Symons and Kasun Gajasinghe
Gabriel Díaz Maggioli
Amanda Montes and Miguel Fernandez
Amanda J. Swearingen, Catherine McCarthy, Autumn E. Sanders, and Taylor
Raúl Alberto Mora, Andrés Tobón-Gallego, Maria Camila Mejía-Vélez, and Elizabeth (Effy) Agudelo
Afterword by Valdir Borges
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.