Dialoguing across Cultures, Identities, and Learning
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Dialoguing across Cultures, Identities, and Learning : Crosscurrents and Complexities in Literacy Classrooms

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Description

Drawing on Dialogical Self Theory, this book presents a new framework for social and cultural identity construction in the literacy classroom, offering possibilities for how teachers might adjust their pedagogy to better support the range of cultural stances present in all classrooms.





In the complex multicultural/multiethnic/multilingual contexts of learning in and out of school spaces today, students and teachers are constantly dialoguing across cultures, both internally and externally, and these cultures are in dialogue with each other. The authors unpack some of the complexity of culture and identity, what people do with culture and identity, and how people navigate multiple cultures and identities. Readers are invited to re-examine how they view different cultures and the roles these play in their lives, and to dialogue with the authors about cultures, learning, literacy, identity, and agency.
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Product details

  • Hardback | 152 pages
  • 152 x 229 x 12.7mm | 408g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 4 Halftones, black and white
  • 1138998583
  • 9781138998582

Table of contents

Contents


Dedication


Introduction


The Purpose of the Book


Creating a Context for Dialoguing about Cultures and Selves


Sketching the Landscape of the Book


What to Expect from This Book


References


Chapter 1: Cultures and the Dialogical Self


Sketching the Dialogue of Cultures


Constructing a Self


Dialoguing with Multiple Cultures


Dialoguing Through Uncertainty


References


Chapter 2: Learning, Cultures, and the Dialogical Self


So Where Is This Going?


Cultures, Learning and "Ideological Becoming"


Ideological Becoming within Ideological Environments


Relationships with the Self in Educational Contexts


Now, and Then


References





Chapter 3: Literacies, Learning, Cultures, and the Dialogical Self


Literacies and Dialogical Selves


Connecting Bakhtin, Literacy, and the Dialogical Self


Learning within Tensions


Implications for Teaching Reading and Writing


References





Chapter 4: Identity, Literacies, Learning, Cultures, and the Dialogical Self


Constructing Identities


Some Reminders and Some New Connections


Learning through Isaac and Sam


What We Make of All This


References


Chapter 5: Agency, Identity, Literacies, Learning, Cultures, and the Dialogical Self


Unpacking Agency


Takeaways


Last Words, at Least for Now


References


About the Authors


Index
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About Bob Fecho

Bob Fecho is Professor of English Education, Teachers College, Columbia University, USA.





Jennifer Clifton is Assistant Professor, Department of English (Rhetoric and Writing Studies), The University of Texas at El Paso, USA.
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