Table of Contents

PrefaceChapter 1: Reflections on the Past, Working within the "Future": Advancing a Multiliteracies Theory and Pedagogy Fenice B. Boyd and Cynthia H. BrockPART I: Exploring Languages, Language Varieties, Culture, Ethnicity, and IdentitiesChapter 2: Language Study in Teacher Education: Cultivating Teachers' Understandings of Language Variation Debra GoodmanChapter 3: "Deadly Ways to Learn:" Language Variation, Ideology, and Learning Literacies Cynthia H. Brock, Jenni Carter, and Fenice B. BoydChapter 4: My Life in Stories, My World in Pictures: A View of Multiliteracies from the Outside In Rachel G. Salas and Julie L. PenningtonChapter 5: White Male Teachers Exploring Language, Literacy, and Diversity: A Self-Study of Perceptions of Diversity(ies) Mary B. McVee, David Fronzack, Jay Stainsby, and Chad WhiteChapter 6: Embracing Sexual Diversity in Classroom Teaching Lynda R. WiestChapter 7: Designing Safe Places to Talk about Contentious Topics Fenice B. Boyd and Andrea L. TochelliPART II: Exploring Languages, Language Varieties, Culture, Ethnicity, and Identities in Classrooms and CommunitiesChapter 8: Code-switching and Contrastive Analysis: Tools of Language and Culture Transform the Dialectally Diverse Classroom Rebecca Wheeler and Rachel Swords Chapter 9: Tangled in Charlotte's Web: Lessons Learned from English Learners Claudia Christensen Haag and Margaret ComptonChapter 10: Culture and Identity: Promoting the Literacies of a Sudanese Father and Son Doris Walker-Dalhouse and A. Derick DalhouseChapter 11: Social Equity Teaching in Action: My Community IS My Classroom Gwendolyn Thompson McMillon and David Benjamin McMillonChapter 12: Transforming Locked Doors: Using Multiliteracies to Recontextualize Identities and Learning for Youth Living on the Margins Sean TurnerChapter 13: "That Teacher Just Uses Her Mouth": Inviting Linguistically Diverse Students to Learn Zaline M. Roy-CampbellPART III: Lessons Learned about Social Diversities within MultiliteraciesChapter 14: Transforming Practice in Action Cynthia H. Brock and Fenice B. Boyd

About the Author

Fenice B. Boyd is Associate Professor, Literacy Education, Graduate School of Education, University at Buffalo, SUNY, USA.Cynthia H. Brock is Lecturer, Literacy Studies, School of Education, University of South Australia, Australia.

Reviews

"Boyd and Brock and the educators they've assembled have created a framework for teachers to, first of all, develop a vivid and lucid understanding of how issues of social diversity transact with the concept of multiliteracies. They then pull out their ace card and show how these transactions can and should play out in classrooms."--Bob Fecho, University of Georgia, USA