| وصف الكتاب | 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. |
| المراجعة التحريرية | "The book is well organized exploring in depth the complex relation among culture, language, literacy, and identity through presenting different aspects such as reader response, genre, gender, and so forth from different researchers' views in each chapter....All details of the studies are well described so that readers can apply easily these methods that facilitate learners' literacy. This book can be very beneficial to a wide audience which includes literacy researchers, teacher educators, pre-service and in-service teachers, and policymakers."
-TESL-EJ
"The editors are well respected as literacy researchers with expertise in the topic of this book....The choice of contributors is good....This is a strong book reflecting some cutting-edge thinking."
-Kathryn Au
University of Hawai'i |
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