Provides concrete examples of homework mentorship and positive academic interventions among immigrant families. Brokering Tareas examines a grassroots literacy mentoring program that connected immigrant parents with English language mentors who helped emerging bilingual children with homework and encouraged positive academic attitudes. Steven Alvarez gives an ethnographic account of literacies practices, language brokering, advocacy, community-building, and mentorship among Mexican-origin families at a neighborhood afterschool program in New York City. Alvarez argues that engaging literacy mentorship across languages can increase parental involvement and community engagement among immigrant families, and he offers teachers and researchers possibilities for rethinking their own practices with the communities of their bilingual students.
Fine, Michelle (Director). (2022, May 19). Echoes of Brown: Youth Documenting and Performing the Legacy of Brown v. Board of Education. Teachers College Press. https://www.youtube.com/watch?v=OtROdEOKeOA
In this innovative and engaging text, Vivian Maria Vasquez draws on her own classroom experience to demonstrate how issues raised from everyday conversations with pre-kindergarten children can be used to create an integrated critical literacy curriculum over the course of one school year. The strategies presented are solidly grounded in relevant theory and research. The author describes how she and her students negotiated a critical literacy curriculum; shows how they dealt with particular social and cultural issues and themes; and shares the insights she gained as she attempted to understand what it means to frame ones teaching from a critical literacy perspective. New in the 10th Anniversary Edition New section: "Getting Beyond Prescriptive Curricula, the Mandated Curriculum, and Core Standards" New feature: "Critical Reflections and Pedagogical Suggestions" at the end of the demonstration chaptesr New Appendices: "Resources for Negotiating Critical Literacies" and "Alternate Possibilities for Conducting an Audit Trail" Companion Website: narratives of ways in which the audit trail has been used as a tool for teaching and learning; resources on critical literacy including links to other websites and blogs; podcast focused on critical literacy and young children
Flicker, S., Guta, A., Larkin, J., Flynn, S., Fridkin, A., Travers, R., Pole, J. D., & Layne, C. (2010). Survey Design From the Ground Up: Collaboratively Creating the Toronto Teen Survey. Health Promotion Practice, 11(1), 112–122. https://doi.org/10.1177/1524839907309868
Flicker, S., Travers, R., Flynn, S., Larkin, J., Guta, A., Salehi, R., Pole, J. D., & Layne, C. (2010). Sexual Health Research for and with Urban Youth: The Toronto Teen Survey Story. The Canadian Journal of Human Sexuality, 19(4), 133–145.
Hall, B. L., Jackson, E. T., Tandon, R., Fontan, J.-M., & Lall, N. (2016). Knowledge, Democracy and Action: Community-University Research Partnerships in Global Perspectives. Manchester University Press.
Knight, M. G., & Watson, V. W. M. (2014). Toward Participatory Communal Citizenship: Rendering Visible the Civic Teaching, Learning, and Actions of African Immigrant Youth and Young Adults. American Educational Research Journal, 51(3), 539–566. https://doi.org/10.3102/0002831213512517
Nanji, A. M. (2015). Higher Education and Community-based Research: Creating a Global Vision by Ronaldo Munck, Lorraine McIlrath, Budd Hall, and Rajesh Tandon (Eds.). Canadian Journal for the Study of Adult Education, 27(3), Article 3.
Openjuru, G. L., Jaitli, N., Tandon, R., & Hall, B. (2015). Despite Knowledge Democracy and Community-Based Participatory Action Research: Voices from the Global South and Excluded North Still Missing. Action Research, 13(3), 219–229. https://doi.org/10.1177/1476750315583316
Ramasubramanian, L. (1999). Nurturing Community Empowerment: Participatory Decision Making and Community Based Problem Solving Using GIS. In M. Craglia & H. Onsrud (Eds.), Geographic Information Research: Trans-Atlantic Perspectives (pp. 87–102). Taylor & Francis.
Kim, S. (2018). Migrant Youth Identity Work in Transnational New Mediascape: A Case Study of What It Means to Be Korean for Migrant Adolescents. Journal of Asian Pacific Communication, 28(2), 281–302. https://doi.org/10.1075/japc.00013.kim
Siegel, M. (2012). New Times for Multimodality? Confronting the Accountability Culture. Journal of Adolescent & Adult Literacy, 55(8), 671–681. https://doi.org/10.1002/JAAL.00082
Stewart, M. A. (Mandy). (2014). Social Networking, Workplace, and Entertainment Literacies: The Out-of-School Literate Lives of Newcomer Latina/o Adolescents. Reading Research Quarterly, 49(4), 365–369. https://doi.org/10.1002/rrq.80
Winters, K.-L., & Vratulis, V. (2013). Authored Assemblages in a Digital World: Illustrations of a Child’s Online Social, Critical and Semiotic Meaning-Making. Journal of Early Childhood Literacy, 13(4), 529–554. https://doi.org/10.1177/1468798412438752
