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This collection celebrates the work of Paulo Freire by assembling transnational perspectives on Freirean-based educational models that reconsider and reimagine language and literacy instruction, especially for multilingual learners.
This collection celebrates the work of Paulo Freire by assembling transnational perspectives on Freirean-based educational models that reconsider and reimagine language and literacy instruction, especially for multilingual learners.
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Sandro R. Barros is Assistant Professor in the Department of Teacher Education at Michigan State University, USA. Luciana C. de Oliveira is Associate Dean for Academic Affairs and Graduate Studies and a Professor in the School of Education at Virginia Commonwealth University, USA.
Inhaltsangabe
Foreword: "The People" Lost in Translation Samuel Rocha 1. From Angicos to the World: Paulo Freire and the Task of Emancipatory Multilingual Education Sandro R. Barros and Luciana C. de Oliveira Part I: Theoretical and Methodological Approaches 2. Critical Biliteracies: The Mutually Reinforcing Endeavors of Freirean Criticality and Bilingualism Chris K. Chang-Bacon and Soria E. Colomer 3. The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies Brandon J. Sherman and Annela Teemant 4. Transforming Privilege: The Four R's of Pedagogical Possibilities Adam Howard, Patrick Dickert, Wallace Tucker, and Sam Jefferson 5. Reading the World and Conscientização: Teaching about Multilingualism for Social Justice for Multilingual Learners Heather Linville Part II: Empirical Analyses 6. Involvement and Authenticity: Transforming Literacy Curricula for Marshallese Students through Community-Based Writing Projects Anny Fritzen Case, Marcy Ray Dodd, and Gina Mikel Petrie 7. Learning English as an Additional Language from Children's Points of View in a Public School in Brazil: A Freirean Perspective Andrea da Silva Marques Ribeiro and Jessica F. Cruz 8. Critical Educulturalism in the Borderlands: Exploring Social Positionality and the Dialogic Processes of Culture Circles Kelly Metz-Matthews and Michele McConnell 9. Kindergarteners as Co-constructors of an Equitable Learning Community in a Dual-Language Class: A Freirean Analysis Tatiana M. Cevallos and Rosa M. Floyd 10. (Re)Turning to Freirean-Philosophy in Preparing Content Teachers to Work with Multilingual Students Kara Mitchell Viesca, Peiwen Wang, Brandon Heinz, and Alexa Yunes 11. Digital Storytelling as a Freirean-Based Pedagogy with Refugee-Background Youth Carrie Symons and Kasun Gajasinghe 12. Ignoramuses and Sages: Using Freirean Concepts to Co-construct Socially Just Initial Teacher Education Practices Gabriel Díaz Maggioli 13. Planting Seeds: Pre-Service Teachers Explore the Legacies of Projeto Axé and Projeto Semear Amanda Montes and Miguel Fernández Álvarez 14. Rereading Learning, Schooling, and Race: Reflecting on Dialogical Language Teacher Preparation Through Participatory Action Research Amanda J. Swearingen, Catherine McCarthy, Autumn E. Sanders, and Taylor M. Drinkman 15. Problematização and Poesis: Making Problems with Freire and Someone Else's Syllabus Cori McKenzie 16. Bridging Multimodality and Criticality to Language Education with a Twist from the Global South: Multimodal Critical Consciousness as Multimodal Conscientização Raúl Alberto Mora, Andrés Tobón-Gallego, Maria Camila Mejía-Vélez, and Elizabeth (Effy) Agudelo Afterword by Valdir Borges
Foreword: "The People" Lost in Translation Samuel Rocha 1. From Angicos to the World: Paulo Freire and the Task of Emancipatory Multilingual Education Sandro R. Barros and Luciana C. de Oliveira Part I: Theoretical and Methodological Approaches 2. Critical Biliteracies: The Mutually Reinforcing Endeavors of Freirean Criticality and Bilingualism Chris K. Chang-Bacon and Soria E. Colomer 3. The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies Brandon J. Sherman and Annela Teemant 4. Transforming Privilege: The Four R's of Pedagogical Possibilities Adam Howard, Patrick Dickert, Wallace Tucker, and Sam Jefferson 5. Reading the World and Conscientização: Teaching about Multilingualism for Social Justice for Multilingual Learners Heather Linville Part II: Empirical Analyses 6. Involvement and Authenticity: Transforming Literacy Curricula for Marshallese Students through Community-Based Writing Projects Anny Fritzen Case, Marcy Ray Dodd, and Gina Mikel Petrie 7. Learning English as an Additional Language from Children's Points of View in a Public School in Brazil: A Freirean Perspective Andrea da Silva Marques Ribeiro and Jessica F. Cruz 8. Critical Educulturalism in the Borderlands: Exploring Social Positionality and the Dialogic Processes of Culture Circles Kelly Metz-Matthews and Michele McConnell 9. Kindergarteners as Co-constructors of an Equitable Learning Community in a Dual-Language Class: A Freirean Analysis Tatiana M. Cevallos and Rosa M. Floyd 10. (Re)Turning to Freirean-Philosophy in Preparing Content Teachers to Work with Multilingual Students Kara Mitchell Viesca, Peiwen Wang, Brandon Heinz, and Alexa Yunes 11. Digital Storytelling as a Freirean-Based Pedagogy with Refugee-Background Youth Carrie Symons and Kasun Gajasinghe 12. Ignoramuses and Sages: Using Freirean Concepts to Co-construct Socially Just Initial Teacher Education Practices Gabriel Díaz Maggioli 13. Planting Seeds: Pre-Service Teachers Explore the Legacies of Projeto Axé and Projeto Semear Amanda Montes and Miguel Fernández Álvarez 14. Rereading Learning, Schooling, and Race: Reflecting on Dialogical Language Teacher Preparation Through Participatory Action Research Amanda J. Swearingen, Catherine McCarthy, Autumn E. Sanders, and Taylor M. Drinkman 15. Problematização and Poesis: Making Problems with Freire and Someone Else's Syllabus Cori McKenzie 16. Bridging Multimodality and Criticality to Language Education with a Twist from the Global South: Multimodal Critical Consciousness as Multimodal Conscientização Raúl Alberto Mora, Andrés Tobón-Gallego, Maria Camila Mejía-Vélez, and Elizabeth (Effy) Agudelo Afterword by Valdir Borges
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