Based on qualitative research focused on literacy and health from three schools in coastal Kenya, this book examines country, school, and family contexts to develop a dual-generation maternal-child model for literacy learning and to connect local-specific phenomena with national and international policy arenas. In contrast to international development organizations’ educational policies and programs that tend to ignore literacy as a social practice within diverse contexts, the author unpacks the relationship between education and health, and the role of family and mothers in particular, highlighting how mothers are key actors in children’s literacy development and health outcomes.

Based on qualitative research focused on literacy and health from three schools in coastal Kenya, this book examines country, school, and family contexts to develop a dual-generation maternal-child model for literacy learning and to connect local-specific phenomena with national and international policy arenas. In contrast to international development organizations’ educational policies and programs that tend to ignore literacy as a social practice within diverse contexts, the author unpacks the relationship between education and health, and the role of family and mothers in particular, highlighting how mothers are key actors in children’s literacy development and health outcomes.

Grounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts. Defined as representations of past violence and oppression, difficult histories are contested and can evoke emotional, often painful, responses in the present. Teaching and learning these histories is contentious yet necessary for increased dialogue within conflict-ridden societies, reconciliation in post-conflict societies, and greater social cohesion in long-standing democratic nations. Focusing on locations and populations across the globe, chapter authors investigate how key themes—including culture, identity, collective memory, emotion, and multi-perspectivity, historical consciousness, distance, and amnesia—inform the teaching and learning of difficult histories.

Discover how educators can cultivate globally literate learners while becoming globally connected themselves. The authors explore ways to bring global issues into the classroom and personalize them using new digital tools. Find strategies for implementing global-awareness studies into the traditional school curriculum, as well as creating new types of 21st century learning environments.

The World Wide Web is transforming the way that information is distributed, received and acted upon. Global Literacies and the World Wide Web provides a critical examination of the new on line literacy practices and values, and how these are determined by national, cultural and educational contexts. Gail Hawisher and Cynthia L. Selfe have brought together scholars from around the world, including: Mexico, Hungary, Australia, Palau, Cuba, Scotland, Greece, Japan, Africa and the United States. Each represents and examines on line literacy practices in their specific culture. Global Literacies and the World Wide Web resists a romanticised and inaccurate vision of global oneness. Instead, this book celebrates the dynamic capacity of these new self defined literacy communities to challenge the global village myth with robust, hybrid redefintions of identity that honour ethnic, cultural, economic, historical, and ideological differences. This is a lively and original challenge to conventional notions of the relationship between literacy and technology.

English today is a global language embedded in a great variety of social contexts, resulting in linguistic and pedagogical variation. Taking a new look at the teaching and assessing of English as an international language (EIL), this text highlights overarching principles and provides specific strategies for responding to questions and challenges posed by the changing demographics of English language learners and users around the world. Teaching and Assessment in EIL Classrooms introduces an original, coherent framework in which needs analysis, pedagogical principles, and assessment are integrated describes variables that influence effective teaching and assessment and the characteristics of various EIL teachers and learners emphasizes that pedagogical and assessment decisions need to be based on the learning and teaching needs of each specific EIL context includes specific principles and strategies for teaching and assessing grammar, oral language, and literacy skills in EIL classrooms provides strategies for integrating computer-mediated language into EIL classrooms in ways that promote cross-cultural awareness, language development, and individualized learning Timely, accessible, and practical, this text for graduate and pre- and in-service courses on language teaching and assessment is at the forefront in providing valuable information and guidance for enabling principled and context-sensitive praxis in EIL classrooms worldwide.

Writing is a critical component for teaching children about advocacy and empowering student voice, as well as an essential tool for learning in many disciplines. Yet, writing instruction in schools often focuses on traditional methods such as the composition of five-paragraph essays or the adherence to proper grammatical conventions. While these are two components of writing instruction and preparation in education, they only provide a small glimpse into the depth and breadth of writing. As such, writing instruction is increasingly complex and requires multiple perspectives and levels of skill among teachers. The Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching serves as a comprehensive reference of issues related to writing instruction and leading research about perspectives, methods, and approaches for equitable and effective writing instruction. It includes practices beyond K-12, including best writing practices at the college level as well as the development of future teachers. Providing unique coverage on culturally relevant writing, socio- and racio-linguistic justice, and urgent writing pedagogies, this major reference work is an indispensable resource for administrators and educators of both K-12 and higher education, pre-service teachers, teacher educators, libraries, government officials, researchers, and academicians.