Education and other researchers and practitioners from around the world provide 15 essays that consider language and literacy research and teaching based on the concept of global meaning making, a mindfulness towards the world that demands agency, responsibility, and respect and actions that are ethical and community-based, rooted in reflexivity and self-consciousness and approaches that respect the histories, ways of knowing, and values of marginalized voices. They describe collaborative language and literacy programs, policies, and curriculum in Peru, Belize, New Zealand, Spain, Chile, and Argentina, including the decolonization of literacy teacher education; the impact of the language of instruction policies and practices in low and middle-income countries in Africa and Asia and indigenous peoples in Australasia, including deconstructing indigenous power imbalances and understanding colonizing influences on language and literacy; and global literacy pedagogy with teachers and students from the US, Belize, Germany, and China, including COVID-19 remote teaching and culturally responsive teaching. Distributed in North America by Turpin Distribution. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)
Global Meaning Making disrupts and interrogates the contradictions and tensions in language and literacy global scholarship, reimagining global approaches that respect the histories, ways of knowing, needs, hopes and values of voices beyond the western, including those from the Global South.
We 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.
We 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.
