Jonathan Hall

Heather Robinson

Nela Navarro

Exploring the roles of students’ pluralistic linguistic and transnational identities at the university level, this book offers a novel approach to translanguaging by highlighting students’ perspectives, voices, and agency as integral to the subject. Providing an original reconsideration of the impact of translanguaging, this book examines both transnationality and translinguality as ubiquitous phenomena that affect students’ lives. Demonstrating that students are the experts of their own language practices, experiences, and identities, the authors argue that a proactive translingual pedagogy is more than an openness to students’ spontaneous language variations. Rather, this proactive approach requires students and instructors to think about students’ holistic communicative repertoire, and how it relates to their writing. Robinson, Hall, and Navarro address students’ complex negotiations and performative responses to the linguistic identities imposed upon them because of their skin color, educational background, perceived geographical origin, immigration status, and the many other cues used to "minoritize" them. Drawing on multiple disciplinary discourses of language and identity, and considering the translingual practices and transnational experiences of both U.S. resident and international students, this volume provides a nuanced analysis of students’ own perspectives and self-examinations of their complex identities. By introducing and addressing the voices and self-reflections of undergraduate and graduate students, the authors shine a light on translingual and transnational identities and positionalities in order to promote and implement inclusive and effective pedagogies. This book offers a unique yet essential perspective on translinguality and transnationality, and is relevant to instructors in writing and language classrooms; to administrators of writing programs and international student support programs; and to graduate students and scholars in language education, second language writing, applied linguistics, and literacy studies.

Translingual Identities and Transnational Realities in the U.S. College Classroom

Nancy Flowers

Edward O'Brien

Abraham K. Magendzo

Claudia Duenas

Kristi Rudelius-Palmer

Rosa Barreda

Vera Candau

Nélida Céspedes

Silvia Conde

Enver Djuliman

Mónica Fernández

William R. Fernekes

Shulamith Koenig

Elena Ippoliti

Judy Gummich

Claudia Lohrenscheit

Greta Papadimitriou

Jefferson R. Plantilla

Aura Ramos

Susana Sacavino

Cosette Thompson

Felisa Tibbitts

José Tuvilla

Feliece I. Yeban

Anita Yudkin

Manuel Restrepo Yustin

Towards a Just Society: The Personal Journeys of Human Rights Educators Edited by Abraham Magendzo K., Claudia Duenas, Nancy Flowers, and Natela Jordan Topic Book 8, Human Rights Education Series, 2015 In TOWARDS A JUST SOCIETY twenty-five educators from around the world respond to the question: How and why did you commit yourself to human rights education? Their highly personal narratives recount the diverse ideological perspectives and life experiences that have shaped their work in this growing field."

Towards a Just Society: The Personal Journeys of Human Rights Educators

Nela Navarro

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