In the complex multicultural/multiethnic/multilingual contexts of education in 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. This book is designed to engage readers in re-examining how they view different cultures and the roles cultures play in their lives. It troubles one-dimensional views of culture and positions cultures as being subject to context and ever in flux. Introducing Dialogical Self Theory for educational application, the focus is on explaining and illustrating on how cultures, literacies, learning, identity, and agency transact in classrooms. Presenting a new model of social and cultural identity construction in the literacy classroom, it provides a framework for how teachers might adjust their future pedagogy to better support the range of cultural stances present in all classrooms.
| Acknowledgements |
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ix | |
| Introduction |
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1 | (21) |
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3 | (2) |
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Creating a Context for Dialoguing about Cultures and Selves |
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5 | (9) |
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Sketching the Landscape of the Book |
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14 | (3) |
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What to Expect from This Book |
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17 | (5) |
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1 Cultures and the Dialogical Self |
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22 | (21) |
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Sketching the Dialogue of Cultures |
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23 | (3) |
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26 | (5) |
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Dialoguing with Multiple Cultures |
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31 | (7) |
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Dialoguing through Uncertainty |
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38 | (3) |
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41 | (2) |
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2 Learning, Cultures, and the Dialogical Self |
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43 | (26) |
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44 | (4) |
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Cultures, Learning and Ideological Becoming |
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48 | (1) |
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Ideological Becoming within Ideological Environments |
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49 | (7) |
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Relationships with the Self in Educational Contexts |
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56 | (9) |
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65 | (4) |
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3 Literacies, Learning, Cultures, and the Dialogical Self |
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69 | (22) |
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Literacies and Dialogical Selves |
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75 | (3) |
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Connecting Bakhtin, Literacy, and the Dialogical Self |
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78 | (4) |
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82 | (1) |
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Implications for Teaching Reading and Writing |
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83 | (4) |
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87 | (4) |
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4 Identities, Literacies, Learning, Cultures, and the Dialogical Self |
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91 | (32) |
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93 | (4) |
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Some Reminders and Some New Connections |
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97 | (4) |
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Learning through Isaac and Sam |
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101 | (13) |
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114 | (4) |
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118 | (5) |
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5 Agency, Identities, Literacies, Learning, Cultures, and the Dialogical Self |
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123 | (21) |
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125 | (11) |
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136 | (6) |
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Last Words, at Least for Now |
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142 | (2) |
| About the Authors |
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144 | (2) |
| Index |
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146 | |
Bob Fecho is Professor of English Education, Teachers College, Columbia University, USA.
Jennifer Clifton is Assistant Professor, Department of English (Rhetoric and Writing Studies), The University of Texas at El Paso, USA.
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