Description
Book SynopsisWe live in an increasingly interdependent and interconnected world. The COVID-19 crisis has provided a stark reminder of the enormous educational inequities within and across countries around the globe. Featuring international language and literacy researchers who apply various tenets of global meaning making to disrupt and interrogate contradictions and tensions in global scholarship, Global Meaning Making focuses on a model of interrogating international literacy research and pedagogical pursuits with the ultimate goal of transforming how we engage in global endeavours.
Organized around three major themes: Literacy Programs, Policies and Curriculum; Language of Instruction Policies and Practices and Engaging in Global Literacies, chapter authors reimagine global approaches that respect the histories, ways of knowing, needs, hopes and values of voices beyond the western, including those from the Global South: Asia, Africa, Oceania, and South and Central Americas. Each chapter outlines research the chapter authors are conducting or have conducted and describes implications for how their work utilizes tenets of global meaning making.
Table of ContentsPreface; Robert Tierney
Section 1. Literacy Programs, Policies and Curriculum
Chapter 1. Introduction: Stitching a Global Meaning Making Patchwork Quilt; Patience Sowa, Katina Zammit, and Lori Czop Assaf
Chapter 2. International Literacy Development in the Peruvian Amazon: Three Problematic Assumptions; Desirée Pallais-Downing
Chapter 3. Becoming Global Meaning Makers: The Making and Remaking of Literacy Education Expertise and Practice in Belize; Odelia Caliz, Ray Lawrence, Rashid Murillo, Denise Neal, Jennifer Sanders, Yvonne Tyndall-Howell, and Deborah Williams
Chapter 4. Tapasā: An Invitation to Decolonize Literacy Teacher Education in Aotearoa New Zealand; Jessica Cira Rubin and David Taufui Mikato Fa’avae
Chapter 5. Academic literacies from the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America; María Constanza Errázuriz, Lucía Natale, and Juan Antonio Núñez Cortés
Section 2. Language of Instruction Policies and Practices
Chapter 6. Challenges and Practical Considerations of the Choice of Languages of Instruction in Low and Middle Income Countries; Patience Sowa
Chapter 7. Challenging Existing Spaces: Deconstructing Indigenous Power Imbalances within Aotearoa New Zealand; Rachel Martin and Amanda Denston
Chapter 8. Between Many Worlds: Which Language to use in Primary Schools - Mother Tongue, Vernacular, or English?; Carol Abiri and Katina Zammit
Chapter 9. Community Mapping in One Rural Community in South Africa: Teacher Candidates Grapple with Colonizing Influences on Language and Literacy; Lori Czop Assaf, Kristie O’Donnell Lussier, and Meagan Hoff
Section 3. Engaging in Global Literacies
Chapter 10. Interrupting Existing Frames and Being Mindful: An Examination of Culturally Responsive Teachers of High Performing Immigrant and Refugee Youth in a German Secondary School; K. Dara Hill
Chapter 11. Cosmopolitanism to Frame Teaching Global Literacies; Shea N. Kerkhoff and Ming Yi
Chapter 12. “My Way is a Little Bit Wrong:” How Refugee-Background Students Negotiate the Boundaries of American Academic Literacies; Meagan Hoff
Chapter 13. School Interrupted: Issues and Perspectives from COVID-19 Remote Teaching; Chinwe H. Ikpeze and Susan Schultz
Chapter 14. Voices of Chinese Students: What Motivates them to Read?; Jiening Ruan and Susan Schultz
Chapter 15. Conclusion; Katina Zammit, Lori Czop Assaf, and Patience Sowa
