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Luminous Literacies shares examples of teachers and educators using
local knowledge to illustrate literacy engagement and
curriculum-making through scholarly accounts of experiences in
teacher preparation courses, classrooms, and other community spaces
in New Mexico. This edited collection includes chapters focusing on
the teaching of Native American literature to indigenous students
in what used to be an assimilation school; learning to code while
making connections to the bomb-building that was part of New
Mexican history; using graphic novels and text sets that reflect
local identities and concerns; and examining the duality of
querencia/herencia with teachers from across the United States in a
National Endowment of the Humanities-funded project. Teachers
present counter narratives to literacy knowing and learning in
places with extensive colonial histories. These chapters provide
vivid demonstrations of what literacy is, how literacies are
positioned in communities and contexts, and how literacies come
alive as they are taught. This is essential reading for practicing
teachers, teacher education researchers, cultural studies scholars,
and educational leaders.
This proposed volume will profile research projects and methods
that are at the top of the innovation curve in terms of their
implications for teaching and teacher education. Chapters included
in this volume include profiles of cutting edge work on
methodological possibilities of studying diversity in online
settings, engaging diverse adolescents and their parents in online
coursework, working effectively with adolescents in need of credit
recovery, pre-empting failure with the practical use of blended
coursework for young children, supporting students with various
types of disabilities in online settings, problematizing and
unpacking the work of teachers in online settings as they plan for
and attend to the needs of students who have not succeeded in
traditional school situations, examining issues of glocality and
ecosophia as pedagogical stances, and framing the work of teacher
educators as they conceptualize curriculum to meet the needs of
diverse students in taking online courses and thriving in virtual
learning environments.
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