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Author:   Carolyn McKinney ,  Pam Christie
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 15.60cm , Height: 1.30cm , Length: 23.40cm
Weight:   0.373kg
ISBN:  

9781788929233

ISBN 10:   1788929233
Pages:   240
Publication Date:   20 December 2021
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Acknowledgements Contributors Prologue Chapter 1. Carolyn McKinney and Pam Christie: Introduction: Conversations with Teacher Educators in Coloniality    Part 1: De/coloniality in Schooling  Harry Garuba: Leaving Home at 10  Chapter 2. Xolisa Guzula: De/coloniality in South African Language in Education Policy: Resisting the Marginalisation of African Language Speaking Children   Chapter 3. Pinky Makoe: Navigating Hegemonic Knowledge and Ideologies at School: Children’s Oral Storytelling as Acts of Agency and Positioning Chapter 4. Robyn Tyler: Identity Meshing in Learning Science Bilingually: Tales of a 'Coconuty Nerd' Part 2: Delinking from Coloniality in Teacher Education   Chapter 5. Kate Angier, Carolyn McKinney and Catherine Kell: Visual Essay: Teaching and Learning beyond the Classroom: What Can We Learn from Participating in Struggle with our Students?   Chapter 6. Annemarie Hattingh: Learning Science from umaGogo: The Value of Teaching Practice in Semi-rural School Contexts   Chapter 7. Rochelle Kapp: Engaging Deficit: Pre-service Teachers’ Reflections on Negotiation of Working-class Schools   Chapter 8. Soraya Abdulatief: Thirdspace Thinking: Expanding the Paradigm of Academic Literacies to Reposition Multilingual Pre-service Science Teachers  Chapter 9. Carolyn McKinney: Delinking from Coloniality and Increasing Participation in Early Literacy Teacher Education Chapter 10. Catherine Kell in conversation with Xolisa Guzula and Carolyn McKinney: Reinventing Literacy: Literacy Teacher Education in Contexts of Coloniality Part 3: Conversations with Teacher Educators in Brazil, Canada and Chile Chapter 11. Cloris Porto Torquato: Teacher Education amid Centralising/Colonial and Decentralising/Decolonial Forces   Chapter 12. Vanessa Andreotti and Sharon Stein: Education for Depth: An Invitation to Engage with the Complexities and Challenges of Decolonizing Work  Chapter 13. Natalia Ávila Reyes: Transnational Connections in the Global South: A Reflection on this Book’s Reception Index

Reviews

Courageously following Harraway's injunction to 'stay with the trouble', this important edited collection confronts the complex and complicit nature of teaching language and literacy in contexts of coloniality, while simultaneously providing possibilities for rethinking practice. * Hilary Janks, Professor Emerita, Wits University, South Africa * Each chapter of this exceptional book offers a brave and uncompromising account of what universities must do to recognize the knowledge of marginalized multilingual students. Initially located in student protest in South Africa, the book quickly expands to address us all. It is an ethical call to action. * Angela Creese, University of Stirling, UK * McKinney and Christie have drawn on a wealth of experience to edit a compelling text on the relationship between decoloniality, language, and literacy. By identifying leading scholars who share their interest in language and power, the editors promote rich conversations on teacher education, multilingualism, coloniality, racism, poverty, and gender violence. Such conversations have profound relevance for teachers, researchers, and policymakers in contemporary education. * Bonny Norton, University of British Columbia, Canada *

Courageously following Harraway's injunction to 'stay with the trouble', this important edited collection confronts the complex and complicit nature of teaching language and literacy in contexts of coloniality, while simultaneously providing possibilities for rethinking practice. * Hilary Janks, Professor Emerita, Wits University, South Africa * Each chapter of this exceptional book offers a brave and uncompromising account of what universities must do to recognize the knowledge of marginalized multilingual students. Initially located in student protest in South Africa, the book quickly expands to address us all. It is an ethical call to action. * Angela Creese, University of Stirling, UK *

Author Information

Carolyn McKinney is Associate Professor of Language Education in the School of Education, University of Cape Town, South Africa. She is the author of Language and Power in Post-Colonial Schooling: Ideologies in Practice (2017, Routledge). Pam Christie is Emeritus Professor of Education, University of Cape Town, South Africa and Honorary Professor, The University of Queensland, Australia. She is the author of Decolonising Schooling in South Africa: The Impossible Dream? (2020, Routledge).

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