Redirecting the Flow of Knowledge Across Languages and Cultures - (Literacy, Language and Learning) (Paperback)

About the Book

Redirecting the Flow of Knowledge Across Languages and Cultures reflects an intentional effort to challenge Western hegemonic traditions and promote an inclusive, pluralistic vision of language, culture, and identity--one that foregrounds the transformative potential of multilingualism and intercultural awareness.

Book Synopsis

The current turbulent global political climate has led to unprecedented numbers of economic migrants and refugees seeking asylum, many of whom are school-aged children in need of linguistic, cultural, and emotional support. The title of this volume, Redirecting the Flow of Knowledge Across Languages and Cultures, reflects an intentional effort to challenge Western hegemonic traditions and promote an inclusive, pluralistic vision of language, culture, and identity--one that foregrounds the transformative potential of multilingualism and intercultural awareness.

This collection reimagines literacy learning through diverse cultural frameworks and linguistic systems, offering alternative pathways for education that are responsive to global realities. The contributing chapters showcase innovative autobiographical methodologies and research designs grounded in culturally sustaining pedagogies. The contributors--experienced educators and scholars with rich linguistic and cultural backgrounds--offer insights of particular relevance to teacher education programs across varied educational contexts.

Redirecting the Flow of Knowledge Across Languages and Cultures affirms the foundational premise that students from linguistically and culturally diverse backgrounds bring invaluable knowledge to the classroom and to the teaching and learning process. The volume interrogates and illuminates critical themes such as language awareness, cultural competence, and the implementation of pedagogical practices that sustain diverse identities. Collectively, the scholars in this volume share a commitment to advancing methodological approaches that recognize identity as a central component of learning--an aspect too often overlooked in contemporary classrooms. The book ultimately advocates for culturally sustaining pedagogies, critical language awareness, and educational practices rooted in social justice.

Review Quotes

This book reminds us that language teaching and learning is always an intercultural and intergenerational gift - an exchange of biographies and risky life journeys, of educational possibilities and hope.

--Allan Luke, Emeritus Professor, QUT Faculty of Education Queens University of Technology, Australia

This book represents a 'reality check' to the increasingly sterile debates about literacy instruction that have been ushered in by the re-emergence of the so-called 'reading wars' in many western countries. By means of compelling case studies, vignettes, and personal accounts, the authors highlight the ways in which culturally responsive and sustaining literacy instruction enables students to become protagonists in the emergence of their own identities and to script their own autobiographies in the multiple languages that define and enrich their lives. This engaging volume communicates clearly to educators that effective literacy instruction is much more about people--their experiences and possibilities--than about phonemes.--Jim Cummins, University of Toronto, Canada

About the Author

Claudia Finkbeiner is Professor at the University of Kassel, Germany. Her expertise includes language awareness, literacy development, intercultural communication, artificial intelligence, and virtual reality as well as CLIL.

Rahat Zaidi is Research Professor and head of the Brooks & County of Newell Centre for Local Language Learners at the Werklund School of Education at the University of Calgary, Canada. Her research expertise focuses on multilingual literacies that clarify intersectional understandings across sociophobia, diversity, immigration, and pluralism.

Bettina Buch is Senior associate Professor at the Centre for School and Learning, University College Absalon, Denmark. Her research focuses on subject-specific literacy and linguistic awareness in primary and secondary schools.