Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice

Autor/in	Comber, Barbara
Titel	Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice
Quelle	In: Literacy Research: Theory, Method, and Practice, 66 (2017) 1, S.53-72 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/2381336917717479
Schlagwörter	Geography; Literacy; Instruction; Poverty; Correlation; Neoliberalism; Socioeconomic Status; Case Studies; Unemployment; At Risk Students; Educational Change; Student Diversity; Culturally Relevant Education; Social Bias; Social Justice; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Geografie; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching process; Unterrichtsprozess; Armut; Korrelation; Neo-liberalism; Neoliberalismus; Socio-economic status; Sozioökonomischer Status; Case study; Fallstudie; Case Study; Arbeitslosigkeit; Bildungsreform; Soziale Gerechtigkeit; Ausland; Australien
Abstract	This article explores the possible relationships between geography, literacy, pedagogy, and poverty. It characterizes poverty as a wicked problem, which sees economic inequality escalating in a number of neoliberal democracies. Key insights from theorists of economic inequality are summarized. The enduring nature of poverty in particular places is noted, and the associated risks of "fickle literacies" are considered. A case study of one child growing up and attending school in a location with intergenerational unemployment is discussed as an example of the risks associated with literacy policy and pedagogy in an era of global educational reform. Drawing on the work of Foucault and Massey, it is argued that despite the discourses of standardization, teachers can continue to educate culturally diverse young people in ways that help them to negotiate and imagine positive and productive ways of learning together. The possibilities for working against deficit views of people in poverty are explored through three classroom examples of place-conscious pedagogies which position young people as critically literate cosmopolitan citizens. The article concludes by advocating the need for translocal research alliances to work explicitly for social justice through place-conscious pedagogies and critical literacy education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01