Global meaning making and equity in response to learning poverty and mono-cultural approaches to education

Session Submission Type: Paper Session

Abstract

This session explores the issues of “universal” and colonial legacies of literacies education in three diverse contexts. An analysis of international policy texts that influence aid and development of literacies education in low and middle income countries is put into relation with the cultural and colonial complexity of education and development of international doctoral researchers provided in a major US university. The day to day literacy education practices relating to intercultural literacies pedagogy in Italy provides the classroom perspective on how these infrastructures, of policy and training, manifest in classroom contexts.

Content Area

• AREA 12. International Research on Teaching and Learning

Chair

• Inviolata L Sore, St. John's University

Discussant

• Raúl Alberto Mora, Literacies in Second Languages Project, Universidad Pontificia Bolivariana

Individual Presentations

• Ideas about literacy in documents on international aid to education - Therese Cregan, Dublin City University

• Raising critical questions in intercultural literacy and teacher education: A Participatory action project about accessibility and diversity in children’s books in Italy - Laura Boynton Hauerwas, Providence College; Christina Wright Fields, Marist College; Caitlin Ausili, Providence College

• The Reciprocity of Good Trouble: University Faculty Experiencing Tensions of a Global Meaning-making Model Leading to Cultural Humility - Sheri Vasinda, Oklahoma State University; Sue Christian Parsons, Oklahoma State University