This text invites pre-service teachers to explore arts-informed practices that showcase the transformative potential of literature in the classroom. Through the lens of "stories-we-live-by," the authors recognize literature as interference, capable of disrupting the habitual patterns through which we interpret the world in order to reawaken the capacity of students and teachers alike to change. Chapters are designed to inspire students’ love of literature by fostering literary and artful encounters that provoke their thinking and sense-making. Each chapter includes engaging pedagogical features that spark thinking and analysis of literature and invite readers to further engagement. The appendices include directions for instruction as well as additional resources. An essential text for courses on children’s and adolescent literature and English methods, pre-service teachers will come away with plenty of text recommendations and arts- and social justice-informed practices to use with their future students. Through artful encounters with visual learning analyses, visual-verbal journals, drama, soundscapes, poetry, and so much more, readers examine their own transformative experiences with literature. Readers will learn to craft and curate practices that encourage engagement, imagination, experimentation, and self-awareness in and beyond the classroom.

This text invites pre-service teachers to explore arts-informed practices that showcase the transformative potential of literature in the classroom. Through the lens of "stories-we-live-by," the authors recognize literature as interference, capable of disrupting the habitual patterns through which we interpret the world in order to reawaken the capacity of students and teachers alike to change. Chapters are designed to inspire students’ love of literature by fostering literary and artful encounters that provoke their thinking and sense-making. Each chapter includes engaging pedagogical features that spark thinking and analysis of literature and invite readers to further engagement. The appendices include directions for instruction as well as additional resources. An essential text for courses on children’s and adolescent literature and English methods, pre-service teachers will come away with plenty of text recommendations and arts- and social justice-informed practices to use with their future students. Through artful encounters with visual learning analyses, visual-verbal journals, drama, soundscapes, poetry, and so much more, readers examine their own transformative experiences with literature. Readers will learn to craft and curate practices that encourage engagement, imagination, experimentation, and self-awareness in and beyond the classroom.

Covering key terms and concepts in the emerging field of posthumanism and literacy education, this volume investigates posthumanism, not as a lofty theory, but as a materialized way of knowing/becoming/doing the world. The contributors explore the ways that posthumanism helps educators better understand how students, families, and communities come to know/become/do literacies with other humans and nonhumans. Illustrative examples show how posthumanist theories are put to work in and out of school spaces as pedagogies and methodologies in literacy education. With contributions from a range of scholars, from emerging to established, and from both U.S. and international settings, the volume covers literacy practices from pre-K to adult literacy across various contexts. Chapter authors not only wrestle with methodological tensions in doing posthumanist research, but also situate it within pedagogies of teaching literacies. Inviting readers to pause, slow down, and consider posthumanist ways of thinking about agency, intra-activity, subjectivity, and affect, this book explores and experiments with new ways of seeing, understanding, and defining literacies, and allows readers to experience and intra-act with the book in ways more traditional (re)presentations do not.

In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally relevant and critically minded pedagogies in terms of opening up new spatial, discursive, and/or embodied learning terrains. Readers will traverse multiple landscapes and look into a variety of spaces where attempts to tear down or build up pedagogical borders based upon socially-just design are underway. In disciplines ranging from elementary science, to high school English, to college kinesiology, the contributors to this volume describe their attempts to remake schooling in ways that bring hope and dignity to their participants.

In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally relevant and critically minded pedagogies in terms of opening up new spatial, discursive, and/or embodied learning terrains. Readers will traverse multiple landscapes and look into a variety of spaces where attempts to tear down or build up pedagogical borders based upon socially-just design are underway. In disciplines ranging from elementary science, to high school English, to college kinesiology, the contributors to this volume describe their attempts to remake schooling in ways that bring hope and dignity to their participants.

The authors in this edited volume reflect on their experiences with culturally relevant pedagogy_as students, as teachers, as researchers_and how these experiences were often at odds with their backgrounds and/or expectations. Each of the authors speaks to the complexity and difficulty in attempting to address students' cultures, create learning experiences with relevance to their lives and experiences, and enact pedagogies that promote academic achievement while honoring students. At the same time, every author shows the clashes and confrontations that can arise between and among students, teachers, parents, administrators, and educational policies.

The authors in this edited volume reflect on their experiences with culturally relevant pedagogy_as students, as teachers, as researchers_and how these experiences were often at odds with their backgrounds and/or expectations. Each of the authors speaks to the complexity and difficulty in attempting to address students' cultures, create learning experiences with relevance to their lives and experiences, and enact pedagogies that promote academic achievement while honoring students. At the same time, every author shows the clashes and confrontations that can arise between and among students, teachers, parents, administrators, and educational policies.

Covering key terms and concepts in the emerging field of posthumanism and literacy education, this volume investigates posthumanism, not as a lofty theory, but as a materialized way of knowing/becoming/doing the world. The contributors explore the ways that posthumanism helps educators better understand how students, families, and communities come to know/become/do literacies with other humans and nonhumans. Illustrative examples show how posthumanist theories are put to work in and out of school spaces as pedagogies and methodologies in literacy education. With contributions from a range of scholars, from emerging to established, and from both U.S. and international settings, the volume covers literacy practices from pre-K to adult literacy across various contexts. Chapter authors not only wrestle with methodological tensions in doing posthumanist research, but also situate it within pedagogies of teaching literacies. Inviting readers to pause, slow down, and consider posthumanist ways of thinking about agency, intra-activity, subjectivity, and affect, this book explores and experiments with new ways of seeing, understanding, and defining literacies, and allows readers to experience and intra-act with the book in ways more traditional (re)presentations do not.