ABSTRACT
This volume brings together researchers and participants from diverse groups, reflecting the different ways in which the field of multicultural literacies has been interpreted. A common theme across the chapters is attention to the ways in which elements of difference--race, ethnicity, gender, class, and language--create dynamic tensions that influence students' literacy experiences and achievement. The hope of the editors is that readers will build on the experiences and findings presented so that the field of multicultural literacies will have a greater impact of literacy research, policy, and practice.
TABLE OF CONTENTS
chapter 1|17 pages
Finding Esmerelda's Shoes
A Case Study of a Young Bilingual Child's Responses to Literature
chapter 3|19 pages
Headwoman's Blues
Small Group Reading and the Interactions of Culture, Gender, and Ability
chapter 4|31 pages
Fostering Collaboration Between Home and School Through Curriculum Development
Perspectives of Three Appalachian Children
chapter 5|22 pages
Telling the People's Stories
Literacy Practices and Processes in a Navajo Community School
chapter 8|18 pages
From the Mountain to the Mesa
Scaffolding Preservice Teachers' Knowledge About the Cultural Contexts of Literacy
chapter 9|18 pages
English as a Second Language, Literacy Development in Mainstream Classrooms
Application of a Model for Effective Practice
chapter 10|20 pages
Assessing and Assisting Performance of Diverse Learners
A View of Responsive Teaching in Action
