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This book explores the ways in which transcultural pedagogies can support learning and literacies in critical, creative and socially just ways, highlighting research initiatives from across the globe. Each chapter provides a different and innovative perspective with respect to reimagining language and literacy pedagogies in conjunction with students’ diverse literacies and resources. Presenting a collection of classroom and community-based research, the book addresses the intersections of plurilingualism, identity and transcultural awareness in various contexts, including schools, universities, as well as local and Indigenous communities. These settings have been deliberately chosen to profile the range of research in the field, showcasing transcultural, plurilingual, translanguaging and community-engaged pedagogies, among others.
Rahat Zaidi is a Research Professor 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. Her most recent research is funded by the Social Sciences and Humanities Research Council of Canada.
Umit Boz is an Associate Professor (Teaching) at the Werklund School of Education at the University of Calgary, Canada. His research interests include second language teaching and learning, bi/multilingual education, English for Academic Purposes and CLIL.
Eve Moreau is a doctoral student at the Werklund School of Education at the University of Calgary, Canada, and a school administrator with the Calgary Board of Education. Her research interests include intercultural education, bilingual education, language and culture, trauma informed teaching and global citizenship education.
Acknowledgments
Contributors
Marjorie Faulstich Orellana: Foreword
Rahat Zaidi, Umit Boz and Eve Moreau: Introduction: Transcultural Pedagogies for Multilingual Classrooms
Theme 1: Teaching through a Multilingual and Transcultural Lens
Chapter 1. Zhuo Sun and Guofang Li: Rethinking Chinese Heritage Language (CHL) Teaching in Translocal Realities: Pedagogical Adaptations and Missed Opportunities to Bridge Transcultural Gaps in Canada
Chapter 2. Anuschka van ’t Hooft, Sara Florence Davidson, Liam Doherty and Bonny Norton: Developing Digital Stories in Indigenous Languages: Striving for Culturally Sustaining Pedagogies in Mexico and Canada
Chapter 3. Gail Prasad: Be(com)ing Multilingual Allies and Activists: Fostering Cultural and Linguistic Collaboration in the Classroom
Chapter 4. Burcu Yaman Ntelioglou, Bev Fontaine, Barb Ehman, Karon McGillivary, Sylvia Lathlin-Scott and Marcella Clarke: Community-Engaged Indigenous Language Revitalization as a Gateway for a Decolonizing and Critical Posthuman Trans'lingual'/’cultural’ Education
Chapter 5. Marie-Paule Lory: Plurilingual Kamishibaï: A Plurilingual Pedagogical Art-Based Project to Go Beyond Monolingualism in the Classroom
Chapter 6. Esther Bettney Heidt: Translanguaging Pedagogies as a Tool to Decolonize Multilingual Education in International Schools
Theme 2: Exploring Teaching and Learning in Transcultural Times
Chapter 7. Jacqueline D’warte: Building on Plurilingual Repertoires in Mainstream Classrooms
Chapter 8. Claudia Vallejo Rubinstein: Crafting a Journey, Claiming a Home: Transnational Background Children’s Collaborative Engagement in Plurilingual and Transcultural Pedagogies for Being and Belonging
Chapter 9. Sílvia Melo-Pfeifer: Challenging Mainstream Perspectives on Multilingual Pedagogies: An Analysis of Teachers' Online Discussions on Linguistic Landscapes
Chapter 10. Ava Becker: Transcultural Pedagogies for Challenging Times: Deshaciendo la Maleta
Chapter 11. Patriann Smith: Transraciolinguistics for Transculturally Just Futures: An International Perspective