Multicultural Issues and Literacy Achievement
“Multicultural Issues and Literacy Achievement” by Kathryn H. Au, published by L. Erlbaum Associates in 2006, is a comprehensive exploration of literacy in diverse educational settings. This 215-page book serves as a sequel to Au’s earlier work, “Literacy Instruction in Multicultural Settings,” and updates previous material while expanding its focus to include critical discussions on power dynamics, attitudes, and systemic change through discourse and critical theory. The author aims to maintain clarity and a classroom-oriented approach, making it accessible for both pre-service teachers and graduate-level courses.
Readers will find that the book is organized around familiar issues faced in schools with diverse student populations, examining these through innovative perspectives that may be new to many educators. It emphasizes a social constructivist viewpoint, introducing critical and discourse theories to help identify and address negative patterns that impede literacy achievement. Each chapter encourages readers to reflect on these patterns and consider alternative, positive approaches, fostering a deeper understanding of the complexities involved in teaching literacy across multicultural contexts.
Official synopsis Publisher
This book is a sequel to the author’s earlier volume entitled, Literacy Instruction in Multicultural Settings. In addition to extensive updating of earlier material, this book extends the content coverage to include issues of power, attitudes, and systemic change through the application of discourse theory and critical theory. In doing so, however, the author has tried to maintain the brevity, stylistic clarity, and classroom focus of the earlier volume.
Key features of this important new book include:
*Teaching Flexibility. Although written with the classroom needs of pre-service teachers in mind, theory and research are treated in sufficient depth to make the book suitable for graduate courses and for teacher study groups.
*Issues Organization. Each chapter is organized around familiar issues that characterize schools and classrooms with diverse student populations and explores these issues through new lenses that most teachers have not previously encountered.
*Social Constructivist Perspective. Critical theory, discourse theory, and historical perspective are introduced in order to sensitize readers to the need to recognize negative, socially sustained patterns that hamper literacy achievement and replace them with positive patterns. To this end each chapter asks students to maintain a running list of negative patterns along with alternative positive patterns.
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