Drawing on Dialogical Self Theory, this book presents a new framework for social and cultural identity construction in the literacy classroom, offering possibilities for how teachers might adjust their pedagogy to better support the range of cultural stances present in all classrooms.In the complex multicultural/multiethnic/multilingual contexts of learning in and out of school spaces today, students and teachers are constantly dialoguing across cultures, both internally and externally, and these cultures are in dialogue with each other. The authors unpack some of the complexity of culture and identity, what people do with culture and identity, and how people navigate multiple cultures and identities. Readers are invited to re-examine how they view different cultures and the roles these play in their lives, and to dialogue with the authors about cultures, learning, literacy, identity, and agency.
This is Book 4 in the Language, Culture, and Teaching Series Series. See all Language, Culture, and Teaching Series books here.
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Bob Fecho taught secondary English for over 20 years in Philadelphia before joining the Reading Education department at the University of Georgia, where he now teaches and conducts research on adolescent literacy.
More about Bob FechoJennifer Clifton is Assistant Professor, Department of English (Rhetoric and Writing Studies), The University of Texas at El Paso, USA.
More about Jennifer Clifton
