Dialoguing across Cultures, Identities, and Learning

Crosscurrents and Complexities in Literacy Classrooms
1. Auflage 2016
ISBN: 978-1-138-99859-9
Verlag: Routledge

Buch, Englisch, 162 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 248 g

Reihe: Language, Culture, and Teaching Series

Drawing on Dialogical Self Theory, this book presents a new framework for social and cultural identity construction in the literacy classroom, offering possibilities for how teachers might adjust their pedagogy to better support the range of cultural stances present in all classrooms.

In the complex multicultural/multiethnic/multilingual contexts of learning in and out of school spaces today, students and teachers are constantly dialoguing across cultures, both internally and externally, and these cultures are in dialogue with each other. The authors unpack some of the complexity of culture and identity, what people do with culture and identity, and how people navigate multiple cultures and identities. Readers are invited to re-examine how they view different cultures and the roles these play in their lives, and to dialogue with the authors about cultures, learning, literacy, identity, and agency.

Autoren/Hrsg.

Fecho, Bob

Clifton, Jennifer

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung

Inhaltsverzeichnis

Contents

Dedication

Introduction

The Purpose of the Book

Creating a Context for Dialoguing about Cultures and Selves

Sketching the Landscape of the Book

What to Expect from This Book

References

Chapter 1: Cultures and the Dialogical Self

Sketching the Dialogue of Cultures

Constructing a Self

Dialoguing with Multiple Cultures

Dialoguing Through Uncertainty

References

Chapter 2: Learning, Cultures, and the Dialogical Self

So Where Is This Going?

Cultures, Learning and "Ideological Becoming"

Ideological Becoming within Ideological Environments

Relationships with the Self in Educational Contexts

Now, and Then

References

Chapter 3: Literacies, Learning, Cultures, and the Dialogical Self

Literacies and Dialogical Selves

Connecting Bakhtin, Literacy, and the Dialogical Self

Learning within Tensions

Implications for Teaching Reading and Writing

References

Chapter 4: Identity, Literacies, Learning, Cultures, and the Dialogical Self

Constructing Identities

Some Reminders and Some New Connections

Learning through Isaac and Sam

What We Make of All This

References

Chapter 5: Agency, Identity, Literacies, Learning, Cultures, and the Dialogical Self

Unpacking Agency

Takeaways

Last Words, at Least for Now

References

About the Authors

Index

Über Autor(innen)

Bob Fecho is Professor of English Education, Teachers College, Columbia University, USA.

Jennifer Clifton is Assistant Professor, Department of English (Rhetoric and Writing Studies), The University of Texas at El Paso, USA.