Diverse Critical Literacies

Foley shows how Scottish teachers have built their literacy understandings in particular historical, social, cultural, economic and political contexts, and how these combine to produce classroom practices for EAL students. Readers get a fascinating look into diverse Scottish classrooms, where constraining practices, but also practices that promote inclusive critical literacy are played out. * Kelleen Toohey, Simon Fraser University, Canada * Drawing on insights from language and literacy teachers in the Scottish educational context, Yvonne Foley makes a compelling case for transformative education in our complex multilingual world. By linking local findings with global challenges, this book will have wide appeal for language teachers and researchers committed to social justice and educational change. * Bonny Norton, The University of British Columbia, Canada * In conversation with Scottish education policy, Yvonne Foley’s book shares unique insights into experiences of bi/multilingual children learning EAL in Scottish schools, concluding with an innovative framework for ethical critical literacy teacher education. Carefully researched, the book describes classrooms which ignore linguistic and cultural diversity, as well as inspiring culturally responsive critical literacy pedagogies which embrace the affective, lived experiences of immigrant children. * Carolyn McKinney, University of Cape Town, South Africa *