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Dialoguing Across Cultures, Identities, and Learning: Crosscurrents and Complexities in Literacy Classrooms
By Jennifer Clifton (editor) and Robert Fecho (editor)
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Bibliographic Detail
Publisher Routledge
Publication date September 26, 2016
Binding Hardcover
Book category Adult Non-Fiction
ISBN-13 9781138998582
ISBN-10 1138998583
Original list price $160.00
Summaries and Reviews
Amazon.com description: Product Description:

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.



Editions
Hardcover
Book cover for 9781138998582
 
The price comparison is for this edition
With Robert Fecho (other contributor) | from Routledge (September 26, 2016)
9781138998582 | details & prices | List price $160.00
About: 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.
Paperback
Book cover for 9781138998599
 
With Robert Fecho (other contributor) | from Routledge (September 26, 2016)
9781138998599 | details & prices | List price $49.95
About: 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.

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