Social Justice through Pedagogies of Multiliteracies

"This book pushes the frontiers of second language learning, theoretically as well as practically. It traces common threads in the project of social justice in the teaching of Italian, Japanese, Portuguese, English languages in India, Nepal, Malaysia, Indonesia, Germany, and Canada. Prompting the imaginative extension of pedagogical horizons, the vividly depicted sites show the expansion of learner agency, from “photovoice” for multilingual learners with communication disorders, to bringing out-of-school multiliteracies into the classroom, to English grammar games for deaf learners, to multiliteracies in museums and galleries, to feminist perspectives on graphic novels—and so much more. Unfolding across these rich and varied sites of engagement is a new and exciting vision for second language learning."

Bill Cope, Professor of Education, University of Illinois, USA.

"Tavares has put together a diverse yet coherent collection of critical studies of multiliteracies that address second language user’s agency and identity from a social justice perspective. The studies are empirically rich and conceptually rigorous. Together the volume represents an important advancement of knowledge in the field of critical social studies of language education."

Li Wei, Director and Dean, UCL Institute of Education, University College London, UK.

"Through skilful editing, Vander Tavares has identified a range of innovative scholars whose research brings both breadth and depth to the exciting area of multiliteracies. From different regions of the world, and with diverse disciplinary interests, what the contributors have in common is a passion for equity, diversity, and inclusion in language and literacy education. Teachers and researchers who wish to help multilingual learners reframe and reclaim identities of power will find inspiration from Social Justice through Pedagogies of Multiliteracies."

Dr. Bonny Norton, FRSC, University of British Columbia, Canada.