In this chapter we detail our understandings of inclusive pedagogical practices that enable all students to assemble complex literate repertoires. We discuss generative concepts from international related literature (e.g. Au, Dyson, Janks, Luke, McNaughton, Moll, Thomson). We then present descriptions of two lessons as examples of how inclusive pedagogical practices might look in primary and secondary classrooms. The focus will be on how texts work to represent the world in particular ways and not others – and the implications of this for the inclusion of diverse student cohorts in developing complex literate repertoires.
Woods, A., Comber, B. and Iyer, R. (2015), "Literacy Learning: Designing and Enacting Inclusive Pedagogical Practices in Classrooms", Inclusive Pedagogy Across the Curriculum (International Perspectives on Inclusive Education, Vol. 7), Emerald Group Publishing Limited, pp. 45-71. https://doi.org/10.1108/S1479-363620150000007009Download as .RIS
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