Drawing on autoethnographic research on literacy autobiographies from a Chinese EFL writing context, this book provides unique insights into literacy, voice, translingualism, and critical pedagogy from a Global South perspective.
The book presents literacy autobiographies as a cultural tool for analyzing and refashioning learners' and teachers' sense of self in ever-expanding dialogical spaces. In addition to highlighting teachers' own stories around autoethnographies and translanguaging, it showcases literacy autobiographies from Chinese students themselves. The book theorizes the Global South as an ontological positioning that challenges colonial mindsets and practices concerning literacy, language learning, and narratives. It argues that literacy autobiographies from a Global South perspective can be reimagined as critical pedagogy for EFL writing teaching and learning, as well as teacher development.
Validating and expanding student voices by presenting these literacy autobiographies, this book will be of great interest to researchers and students in the fields of TESOL, applied linguistics, English language teaching, second language writing, and literacy studies.
Drawing on autoethnographic research on literacy autobiographies from a Chinese EFL writing context, this book provides unique insights into literacy, voice, translingualism, and critical pedagogy from a Global South perspective.
The book presents literacy autobiographies as a cultural tool for analyzing and refashioning learners' and teachers' sense of self in ever-expanding dialogical spaces. In addition to highlighting teachers' own stories around autoethnographies and translanguaging, it showcases literacy autobiographies from Chinese students themselves. The book theorizes the Global South as an ontological positioning that challenges colonial mindsets and practices concerning literacy, language learning, and narratives. It argues that literacy autobiographies from a Global South perspective can be reimagined as critical pedagogy for EFL writing teaching and learning, as well as teacher development.
Validating and expanding student voices by presenting these literacy autobiographies, this book will be of great interest to researchers and students in the fields of TESOL, applied linguistics, English language teaching, second language writing, and literacy studies.
This volume explores concepts and theories of food literacy to understand the interdisciplinary paradigms, perspectives, and emerging discourses in and beyond formal educational contexts in the...
This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and...
In From the Tricontinental to the Global South Anne Garland Mahler traces the history and intellectual legacy of the understudied global justice movement called the Tricontinental-an alliance of...
The literacy autobiography is a personal narrative reflecting on how one's experiences of spoken and written words have contributed to their ongoing relationship with language and literacy...
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