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Literacy, geography and pedagogy: Imagining translocal research alliances for educational justice

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dc.contributor.authorComber, B.
dc.date.issued2017
dc.description.abstractThis article explores the possible relationships between geography, literacy, pedagogy, and poverty. It characterizes poverty as a wicked problem, which sees economic inequality escalating in a number of neoliberal democracies. Key insights from theorists of economic inequality are summarized. The enduring nature of poverty in particular places is noted, and the associated risks of “fickle literacies” are considered. A case study of one child growing up and attending school in a location with intergenerational unemployment is discussed as an example of the risks associated with literacy policy and pedagogy in an era of global educational reform. Drawing on the work of Foucault and Massey, it is argued that despite the discourses of standardization, teachers can continue to educate culturally diverse young people in ways that help them to negotiate and imagine positive and productive ways of learning together. The possibilities for working against deficit views of people in poverty are explored through three classroom examples of place-conscious pedagogies which position young people as critically literate cosmopolitan citizens. The article concludes by advocating the need for translocal research alliances to work explicitly for social justice through place-conscious pedagogies and critical literacy education.
dc.identifier.citationLiteracy Research, 2017; 66(1):53-72
dc.identifier.doi10.1177/2381336917717479
dc.identifier.issn2381-3377
dc.identifier.issn2381-3377
dc.identifier.urihttps://hdl.handle.net/11541.2/128918
dc.language.isoen
dc.publisherSage Publications
dc.rightsCopyright 2017 The Author Access Condition Notes: Postprint only available on Open Access
dc.source.urihttps://doi.org/10.1177/2381336917717479
dc.subjectliteracy
dc.subjectpedagogy
dc.subjectpoverty
dc.subjectgeography
dc.subjecttranslocal
dc.subjectteacher research
dc.titleLiteracy, geography and pedagogy: Imagining translocal research alliances for educational justice
dc.typeJournal article
pubs.publication-statusPublished
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ror.mmsid9916158492301831

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