Paulo Freire and Multilingual Education

Theoretical Approaches, Methodologies, and Empirical Analyses in Language and Literacy
1. Auflage 2022
ISBN: 978-0-367-77355-7
Verlag: Routledge

Buch, Englisch, 308 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 449 g

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. Offering an international and comparative overview of Freire’s theories and critical pedagogies in relation to multilingualism, this volume presents innovative analyses and applications of theories and methods and features case studies in public schools, after-school and community literacy programs, and grassroots activism. Part I features chapters that expand on Freire’s concepts and ideas, including critical literacies, critical consciousness, and liberatory teaching principles. Part II features chapters that discuss empirical analyses from applied research studies that draw from these philosophical concepts, making important connections to key topics on supporting students, curriculum development, and teaching.

Ideal for students and scholars in language education, bilingual/multilingual methods, and sociology of education, the volume informs teacher knowledge and practice. In offering alternative paradigms to our dominant, homogenized monolingual status quo, the chapters present a shared vision of what multilingual literacy can offer students and how it can transform educational spaces into sites of imagination, creativity, and hope.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Barros, Sandro R.

De Oliveira, Luciana C.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung

Inhaltsverzeichnis

Foreword: "The People" Lost in Translation

Samuel Rocha

- 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

- Critical Biliteracies: The Mutually Reinforcing Endeavors of Freirean Criticality and Bilingualism

Chris K. Chang-Bacon and Soria E. Colomer

- The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies

Brandon J. Sherman and Annela Teemant

-

Transforming Privilege: The Four R’s of Pedagogical Possibilities
Adam Howard, Patrick Dickert, Wallace Tucker, and Sam Jefferson

- Reading the World and Conscientização: Teaching about Multilingualism for Social Justice for Multilingual Learners

Heather Linville

Part II: Empirical Analyses

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Involvement and Authenticity: Transforming Literacy Curricula for Marshallese Students through Community-Based Writing Projects

Anny Fritzen Case, Marcy Ray Dodd, and Gina Mikel Petrie

- 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

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Critical Educulturalism in the Borderlands: Exploring Social Positionality and the Dialogic Processes of Culture Circles

Kelly Metz-Matthews and Michele McConnell

- Kindergarteners as Co-constructors of an Equitable Learning Community in a Dual-Language Class: A Freirean Analysis

Tatiana M. Cevallos and Rosa M. Floyd

- (Re)Turning to Freirean-Philosophy in Preparing Content Teachers to Work with Multilingual Students

Kara Mitchell Viesca, Peiwen Wang, Brandon Heinz, and Alexa Yunes

- Digital Storytelling as a Freirean-Based Pedagogy with Refugee-Background Youth

Carrie Symons and Kasun Gajasinghe

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Ignoramuses and Sages: Using Freirean Concepts to Co-construct Socially Just Initial Teacher Education Practices

Gabriel Díaz Maggioli

- Planting Seeds: Pre-Service Teachers Explore the Legacies of Projeto Axé and Projeto Semear

Amanda Montes and Miguel Fernández Álvarez

- 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

- Problematização and Poesis: Making Problems with Freire and Someone Else’s Syllabus

Cori McKenzie

- 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

Über Autor(innen)

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.