Critical Literacies: Global and Multicultural Perspectives by Bogum Yoon

By Bogum Yoon

This publication bargains complete assurance of serious literacies via pursuing a balanced method of concept, examine, and perform. via clarifying the gaps one of the frameworks of serious literacies, the writer discusses new methods of drawing close them from international and multicultural views and offers an educational version of severe international literacies that pulls on her personal adventure and an intensive literature overview. This insightful e-book additionally files academics’ case reviews, concentrating on their voices and tutorial techniques in various study rooms. the writer seriously analyses the case reports and provides very important feedback for destiny examine and practice.

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Extra resources for Critical Literacies: Global and Multicultural Perspectives

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Global and Multicultural Perspectives on Critical Literacies They [American kids] don’t seem to know much about other countries and what’s going on around the world. ” He didn’t even know that Korea is a country. (Yoon, 2012, p. 988) I begin with this immigrant student’s comment to open the conversation on the need for our students’ literacy learning in this globalized and multicultural world. Globalization has been a widely discussed phenomenon, and it remains a complex concept. Interconnectivity is one facet of that complexity (Bourn, 2011; SuárezOrozco & Qin-Hilliard, 2004).

Multicultural Education Research on multicultural education has flourished around the globe. S. historical context, it emerged with the American Civil Rights Movement. Unlike global education, multicultural education focuses more on national issues, specifically learning about cultures within the state (Banks, 2004). With its original purpose from the early 1960s and 1970s to address racism in schools and societies, early discussions on race and ethnicity focused on African Americans and were spearheaded by African American scholars, including James Banks.

Below is an excerpt from an interview that I conducted with 10th grade students in a regular English language arts classroom from my recent study of critical literacies. These are students, whom I individually interviewed and who shared with me their meaning of social justice. I knew it might be difficult for the students to describe social justice in one simple word. ” to find out how they were able to associ- My Experiences in the Classroom and Beyond 17 ate the concept of social justice with other events.

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