Description

Literacy Practices in Transition explores the connections between local, situated literacy practices and global processes of mobility in the geographical space of the Nordic countries, an example of contemporary mobile societies. The detailed empirical analyses show how these connections affect individuals, practices and policies; how the global and local meet in discourses and practices and how people need to (re)negotiate their way in the complex and messy spaces in which they move. The volume challenges current trends in the global standardization of language and literacy education. Instead, it promotes the idea of literacy as a multiple, multilingual, multimodal and constantly contestable and negotiable phenomenon, which calls for the development of language and literacy education that is sensitive to the needs and experiences of the individual actors.

Literacy Practices in Transition: Perspectives from the Nordic Countries

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Hardback by Anne Pitkänen-Huhta , Lars Holm

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Literacy Practices in Transition explores the connections between local, situated literacy practices and global processes of mobility in the geographical... Read more

    Publisher: Channel View Publications Ltd
    Publication Date: 14/11/2012
    ISBN13: 9781847698407, 978-1847698407
    ISBN10: 1847698409

    Number of Pages: 264

    Non Fiction , Dictionaries, Reference & Language

    Description

    Literacy Practices in Transition explores the connections between local, situated literacy practices and global processes of mobility in the geographical space of the Nordic countries, an example of contemporary mobile societies. The detailed empirical analyses show how these connections affect individuals, practices and policies; how the global and local meet in discourses and practices and how people need to (re)negotiate their way in the complex and messy spaces in which they move. The volume challenges current trends in the global standardization of language and literacy education. Instead, it promotes the idea of literacy as a multiple, multilingual, multimodal and constantly contestable and negotiable phenomenon, which calls for the development of language and literacy education that is sensitive to the needs and experiences of the individual actors.

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