Buch, Englisch, 177 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 461 g
Pedagogies of Recognition and Hope
Buch, Englisch, 177 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 461 g
ISBN: 978-1-80041-618-5
Verlag: Multilingual Matters
This book presents, discusses and explores questions around teachers’ (mainstream teachers, student teachers, EAL teachers) conceptions of language and literacy practices as they seek to meet the educational needs of pupils from linguistically and culturally diverse backgrounds. The book captures the voices of a range of educators from various educational contexts and has implications for the future of literacy education in both pre- and in-service teacher education programmes. Learning from indigenous epistemologies associated with marginalisation and inequity in school settings, the book allows the stories and experiences of multilingual pupils in predominantly monolingual classrooms to be understood, and to form the basis of a ‘proposal for hope’: a clear set of principles to underpin specific curricular and critical pedagogical approaches for authentically inclusive and socially just classrooms.
Autoren/Hrsg.
Fachgebiete
- Geisteswissenschaften Sprachwissenschaft Soziolinguistik
- Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Soziologie von Migranten und Minderheiten
- Geisteswissenschaften Sprachwissenschaft Alphabetisierung
- Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
- Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
Weitere Infos & Material
Acknowledgements
Preface
Introduction
Chapter 1. The Scottish Context for Education
Chapter 2. Conceptual Framings
Chapter 3. Research Design
Chapter 4. ‘Who Flung Dung’: Cultural and Pedagogical Distancing
Chapter 5. ‘Acknowledging the World is Bigger Than Us’: Initial Teacher Education
Chapter 6. ‘My Home is Unchill’: Pedagogies of Recognition
Chapter 7. Discussion of Cases
Chapter 8. Concluding Thoughts and Implications for Teacher Education
Appendix
References
Index