ABSTRACT

This book offers critical perspectives on global literacies, connecting research, theory, and practice. An emerging concept in the literacy field, many scholars agree on the need for students to develop global literacies, yet few agree on a widely accepted definition. Based on a synthesis of the literature, the editors formulate a definition of global literacies with four dimensions, including: literacy as a human right in all nations around the world; critical reading and creation of multimodal texts about global issues; intercultural communication and reciprocal collaboration with globally diverse others; and transformative action for social and environmental justice that traverses borders. Taking this shared, proposed definition as a starting point, the chapters then offer contextualized examples of global literacies from K-12 and teacher education classrooms to make explicit links between research and practice. The contributors interact with and interrogate the book’s definition of global literacies using a common framework of critical theory. As such, this book provides both emerging and established scholars with critical frameworks for positioning global literacies in ways that are relevant, dynamic, and forward thinking.

chapter |8 pages

Introduction

Towards an Overarching Definition of Global Literacies

section Section I|80 pages

Literacies as a Human Right in all Nations Around the World

section Section II|51 pages

Critical Reading and Creation of Multimodal Texts About Global Issues

chapter 5|15 pages

Doing Justice to the Other

Developing Cosmopolitan Dispositions Through Critical-Ethical Pedagogies in Global Literacies Education

chapter 7|16 pages

Storying Climate Change

Discursive Possibilities for Teaching Climate Justice Literacies

section Section III|71 pages

Intercultural Communication and Reciprocal Collaboration with Globally Diverse Others

section Section IV|67 pages

Transformative Action for Social and Environmental Justice that Traverses Borders

chapter 12|15 pages

Rhetoric, Racial Positioning, and Resistance

Asian Americans and the Need for Critical Global Literacies Across Diaspora

chapter 14|15 pages

Community-based, Literacy Makerspaces

Opportunities for Critical Global Literacies

chapter 15|18 pages

Project-Based Inquiry (PBI) Global

Border-Crossing Discourse Within a Collaboration of Students from China and the United States