Literacy, Place, and Pedagogies of Possibility

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8T’s Concept
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Alphabet Book
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Barbara Comber
Beeban Kidron
Brisbane Floods
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Children's Literacy Learning
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critical literacy
Cultural Responsive Teaching
culturally inclusive curriculum
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Discursive Practices
Diverse Cultural Capital
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Helen Grant
High Stakes Literacy Testing
Jeannie Baker
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Marg Wells
Multiliteracies Pedagogy
Murray Darling Basin
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pedagogy of possibility
Pedagogy Position Students
Permeable Curriculum
Place Conscious Pedagogy
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Semiotic Aggregate
Socio-material Relationships
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space and place in literacy studies
Standard Australian English
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Product details

  • ISBN 9781138829800
  • Weight: 300g
  • Dimensions: 152 x 229mm
  • Publication Date: 10 Aug 2015
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
  • Language: English
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How can teachers ensure a pedagogy of possibility underpinned by social justice, and what has literacy got to do with this? This book explores the positive synergies between critical literacy and place-conscious pedagogy. Through rich classroom research it introduces and demonstrates how a synthesis of insights from theories of space and place and literacy studies can underpin the design and enactment of culturally inclusive curriculum for diverse student communities, and illustrates how making place and space the objects of study provide productive resources for teachers to design enabling pedagogical practices that extend students’ literate repertoires. The argument is that systematic study of and engagement with specific elements of place can enable students’ academic learning and literacy.

Literacy, Place, and Pedagogies of Possibility

  • is informed by critical literacy, place-conscious pedagogy and spatial theory
  • is richly illustrated with examples from classroom research, including teacher and student artifacts
  • provides new directions for classroom practice in critical literacy

This novel combination of multidisciplinary theory and classroom research extends previous work in critical literacy pedagogy, drawing on two decades of ethnographic and collaborative inquiry in classrooms situated in culturally and linguistically diverse classrooms.

Barbara Comber is Research Professor, Faculty of Education, Queensland University of Technology, Australia.