Allan Luke

James Albright

In this volume scholars from around the world focus on how a Bourdieusian stance can enable a powerful socicultural and cultural analysis of literacy education theory and practice and serve as an effective tool in analyzing relations of hierarchy and domination. Although there has been a growing body of Bourdieusian-inspired research in various sectors of education, this book is the first to present both theoretical and practical articulation of his ideas in the field of literacy education. It brings together three major clusters of work: Rethinking of the doxa of the social fields of language and literacy education Explorations of alternative objectifications of educational fields forming around cultural and linguistic minorities, new media and technologies Studies on the formation of the literate habitus in homes and classrooms, curriculum and schooling, and addresses theoretical, policy and practical directions Pierre Bourdieu and Literacy Education is intended for researchers, practitioners, and graduate students in literacy education, sociology of education, and curriculum theory, and as a text for advanced courses in these areas.

Pierre Bourdieu and Literacy Education

Kieran Egan

Suzanne de Castell

This book addresses the current 'literacy crisis' alleged in professional journals and the popular press. Literacy is at once a contentious social and educational issue, a continuing concern of parents and teachers, and the focal point of a range of disciplinary inquiries. Literacy, Society, and Schooling draws together especially commissioned essays on the nature, history, and pedagogy of literacy by social historians, philosophers, literary scholars, linguists, educators, and psychologists. The editors have attempted to convey, in an accessible format, the range and diversity of the scholarly debate about literacy-theory, research, and practice. Students, teachers, and researchers will find Literacy, Society, and Schooling an invaluable resource.

A Reader

Literacy, Society, and Schooling

In the World Library of Educationalists series, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/or practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself. Allan Luke’s work on critical literacy, schooling, and equity has influenced the fields of literacy education, teacher education, educational sociology, and policy for over three decades. This volume brings together Allan Luke’s key writings on literacy and schooling. Chapters cover a range of topics and theories, including the development and application of a social and cultural analysis of literacy education and schooling; a primer on literacy as a social construction; classroom-based case studies of literacy teaching and learning; major theoretical and philosophic essays; practical programmatic work on school reform and enabling curriculum policies; and classroom approaches to teaching critical literacy and multiliteracies.

The Selected Works of Allan Luke

Critical Literacy, Schooling, and Social Justice

Yoshiko Nozaki

Roger Openshaw

Disrupts popular myths about education in Asia and the Pacific. Struggles over Difference addresses education, schools, textbooks, and pedagogies in various countries of the Asia-Pacific, offering critical curriculum studies and policy analyses of national and regional educational systems. These systems face challenges linked to new economic formations, cultural globalization, and emergent regional and international geopolitical instabilities and conflicts. Contributors offer insights on how official knowledge, text, discourse, and discipline should be shaped; who should shape it; through which institutional agencies it should be administered; and social and cultural practices through which this should occur. The book disrupts popular myths about education in this part of the world, including base suppositions about the “other”: that Asian pedagogy is exclusively rote learning, that educational systems and governments here are faced with classical developing country issues, and that institutional and state formation in the region can be assessed on a North/West or left/right continuum. The essays not only map and reframe issues of difference for those who work in education in the Asia-Pacific, but also illuminate critical issues of curriculum and policy for teachers, students, teacher educators, and researchers worldwide. Yoshiko Nozaki is Assistant Professor of Educational Leadership and Policy at the University at Buffalo, State University of New York. Roger Openshaw has a Personal Chair in Education History at Massey University at Palmerston North in New Zealand. Allan Luke is Professor of Education at the Centre for Research in Pedagogy and Practice, National Institute of Education, Nanyang Technological University in Singapore.

Allan Luke

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