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Redirecting the Flow of Knowledge Across Languages and Cultures: Autobiographical Teaching and Literacy Pedagogies

Edited by Claudia Finkbeiner, Edited by Rahat Zaidi, Edited by Bettina Buch

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The current turbulent global political climate has led to unprecedented numbers of economic migrants and refugees seeking asylum, many of whom are school-aged children in need of linguistic, cultural, and emotional support. The title of this volume, Redirecting the Flow of Knowledge Across Languages and Cultures, reflects an intentional effort to challenge Western hegemonic traditions and promote an inclusive, pluralistic vision of language, culture, and identityâ€”one that foregrounds the transformative potential of multilingualism and intercultural awareness. This collection reimagines literacy learning through diverse cultural frameworks and linguistic systems, offering alternative pathways for education that are responsive to global realities. The contributing chapters showcase innovative autobiographical methodologies and research designs grounded in culturally sustaining pedagogies. The contributorsâ€”experienced educators and scholars with rich linguistic and cultural backgroundsâ€”offer insights of particular relevance to teacher education programs across varied educational contexts. Redirecting the Flow of Knowledge Across Languages and Cultures affirms the foundational premise that students from linguistically and culturally diverse backgrounds bring invaluable knowledge to the classroom and to the teaching and learning process. The volume interrogates and illuminates critical themes such as language awareness, cultural competence, and the implementation of pedagogical practices that sustain diverse identities. Collectively, the scholars in this volume share a commitment to advancing methodological approaches that recognize identity as a central component of learningâ€”an aspect too often overlooked in contemporary classrooms. The book ultimately advocates for culturally sustaining pedagogies, critical language awareness, and educational practices rooted in social justice.

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