Kabuto, B;
Harmey, S;
(2019)
Literacy in a Global Context: Educational Policy, Pedagogy, and Teacher Education.
[Editorial comment].
Global Education Review
, 6
(2)
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Abstract
This issue of the Global Education Review focuses on how to reimagine, define, and conceptualize literacy practices within an educational setting for a global society. In the call for this issue, we encouraged the authors to define literacy as social and cultural practices that drew upon a range of issues relating to social justice, equity, identity, ideologies, power, and the imagination. Through this perspective literacy is more than the sum of reading and writing events; it is a process that employs diverse symbolic tools (i.e. reading, writing, and drawing, etc.) for social and global transformation.
| Type: | Article |
|---|---|
| Title: | Literacy in a Global Context: Educational Policy, Pedagogy, and Teacher Education |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://ger.mercy.edu/index.php/ger/article/view/5... |
| Language: | English |
| Additional information: | Copyright © 2019 Bobbie Kabuto, Sinéad Harmey c 2019. This work is licensed under a Creative Commons Attribution 4.0 International License. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. |
| Keywords: | Literacy, Educational policy, Pedagogy, Teacher education |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10079191 |
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