ABSTRACT
This edited collection of chapters considers the ethical, epistemological, political, and affective exploration of opportunities for learning literacies within and across diverse international educational contexts. In this book’s concluding chapter, we do not summarise the chapter authors’ complex ideas. Rather, we share ways that the authors who contributed to this edited volume have helped us to consider how our collective work contributes to humanising pedagogy that honours, values, and supports the literacy works of teachers and students in superdiverse contexts around the world.
