ABSTRACT
The three interrelated foci of this chapter are (i) our ways of working in teacher education to develop their pedagogical practices for (ii) growing children’s global mindedness and (iii) the role of multimodal text production in this pursuit. In our work in initial and inservice teacher education, we often introduce our adult learners to case studies of classroom practice. Case studies ground the content of professional learning in reality. We then work with the adult learners through a pedagogy of metalogue (Willis & Exley, 2016; Willis, Grimmett, & Heck, 2018) to identify key theoretical principles that underpin pedagogic practice for growing children’s global mindedness. We also focus on the importance of language and literacy as socially and textually produced practices (Janks, 2010) so that children can more fully explore topics that build their global mindedness. Language and literacy are, after all, the means of communication for children receiving input and expressing their developing ideas. As Dooley, Exley, and Comber (2013) assert, without the capacity to receive and express ideas through language and literacy across a range of modes and media, children remain limited in their participation as learners and citizens of the here-and-now and into the future.
