References

Global Meaning Making

ISBN: 978-1-80117-933-1, eISBN: 978-1-80117-932-4

ISSN: 1479-3687

Publication date: 23 August 2022

Citation

(2022), "References", Assaf, L.C., Sowa, P. and Zammit, K. (Ed.) Global Meaning Making (Advances in Research on Teaching, Vol. 39), Emerald Publishing Limited, Bingley, pp. 267-294. https://doi.org/10.1108/S1479-368720220000039018

Publisher

:

Emerald Publishing Limited

Copyright © 2022 Lori Czop Assaf, Patience Sowa and Katina Zammit. Published under exclusive licence by Emerald Publishing Limited


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Prelims
Section 1 Literacy Programs, Policies, and Curriculum
Introduction: Stitching a Global Meaning Making Patchwork Quilt
International Literacy Development in the Peruvian Amazon: Three Problematic Assumptions
Becoming Global Meaning Makers: The Making and Remaking of Literacy Education Expertise and Practice in Belize
Tapasā: An Invitation to Decolonize Literacy Teacher Education in Aotearoa New Zealand
Academic Literacies From the South to the South: Tensions and Advances in Three Initiatives Located in Ibero-America
Section 2 Language of Instruction Policies and Practices
Decolonizing Upper Primary Classroom Spaces: Successful Language and Literacy Interventions in Low- and Middle-Income Countries: A Scoping Review
Challenging Existing Spaces: Deconstructing Indigenous Power Imbalances Within Aotearoa New Zealand
Between Many Worlds: Which Language – Mother Tongue, Vernacular, or English for Teaching Reading?
Community Mapping in One Rural Community in South Africa: Teacher Candidates Grapple With Colonizing Influences on Language and Literacy
Section 3 Engaging in Global Literacies
Interrupting Existing Frames and Being Mindful: An Examination of Culturally Responsive Teachers of High Performing Immigrant and Refugee Youth in a German Secondary School
Cosmopolitanism to Frame Teaching Global Literacies
“My Way Is a Little Bit Wrong”: How Refugee-Background Students Negotiate the Boundaries of American Academic Literacies
School Interrupted: Issues and Perspectives From COVID-19 Remote Teaching
Voices of Chinese Early Adolescent Readers and Their Motivation to Read
Conclusion: Final Thoughts
References
Index