Educating for language and literacy diversity : mobile selves / edited by Mastin Prinsloo, University of Cape Town, South Africa ; Christopher Stroud, University of Cape Town, South Africa
Introduction; Mastin Prinsloo and Christopher Stroud -- 1. Classroom Constructions of Language and Literacy Activity; Constant Leung and Brian Street -- 2. What is Quechua Literacy For? Ideological Dilemmas in Intercultural Bilingual Education in the Peruvian Andes; Virginia Zavala -- 3. Growth of Communicative Competence in a Dynamic African Context: Challenges for Developmental Assessment; Robert Serpell -- 4. Moving Between Ekasi and the Suburbs: The Mobility of Linguistic Resources in a South African De(re)segregated School; Carolyn McKinney -- 5. Shades, Voice and Mobility: Remote Communities Resist and Reclaim Linguistic and Educational Practices in Ethiopia; Kathleen Heugh -- 6. Marginalised Knowledges and Marginalised Languages for Epistemic Access to Piaget and Vygotsky's Theories; Michael Joseph and Esther Ramani -- 7. Ethnography and Literacy: Revisiting the Literacy Event in Roadville, Trackton and Maintown; Kimberly Lenters -- 8. Recontextualizing Research, Glocalizing Practice; Elsa Auerbach -- 9. Xenophobia and Constructions of the Other; Hilary Janks -- 10. Bodies of Language and Languages of Bodies: South African Puzzles and Opportunities; Crain Soudien
Summary
"Educators and researchers in variety of locations around the world increasingly encounter linguistically and socio-culturally diverse groups of students in their classrooms and lecture halls. The chapters in this edited collection explore how students, teachers and researchers understand and engage with this diversity by examining everyday forms of talk and writing in relation to standardised forms and schooling expectations. It brings to our attention sets of sites and themes from around the world concerned with developing critical responses to the challenges and opportunities provided by social and linguistic diversity in education. Such diversity requires more dynamic and mobile concepts of language and literacy than has often been the case in educational discourse and the chapters show how these might work, making the book's contribution to the field both timely and challenging"-- Provided by publisher
