TY  - CHAP
AB  - Abstract 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.
VL  - 7
SN  - 978-1-78441-647-8, 978-1-78441-648-5/1479-3636
DO  - 10.1108/S1479-363620150000007009
UR  - https://doi.org/10.1108/S1479-363620150000007009
AU  - Woods Annette
AU  - Comber Barbara
AU  - Iyer Radha
PY  - 2015
Y1  - 2015/01/01
TI  - Literacy Learning: Designing and Enacting Inclusive Pedagogical Practices in Classrooms
T2  - Inclusive Pedagogy Across the Curriculum
T3  - International Perspectives on Inclusive Education
PB  - Emerald Group Publishing Limited
SP  - 45
EP  - 71
Y2  - 2024/04/18
ER  -