Exploring Diversity through Multimodality, Narrative, and Dialogue: A Framework for Teacher Reflection
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Drawing on theories from multiliteracies, multimodality, embodiment, and narrative, chapters are framed around book discussions and the use of personal narrative to define and provide examples of dialogic interactions. Unique to this book is its focus on
- embodied learning and multimodality as well as myriad artifacts produced by educators;
- listening, not just dialogic talk;
- writing (both traditional print texts and multimodal composition) that supports dialogic interaction; and
- not merely responding to literature but developing empathic responses to texts, students, and others whose opinions may differ from one’s own viewpoints.
The specific techniques and approaches presented can be used within educational and professional development settings to help readers enhance their journey toward greater awareness of others and of their own beliefs and experiences that lead toward social justice for all.
Autoren-Profil
Mary B. McVee is Associate Professor, Literacy, and Director of the Center for Literacy and Reading Instruction, Graduate School of Education, University at Buffalo, SUNY, USA.
Fenice B. Boyd is Associate Professor, Literacy, Graduate School of Education, University at Buffalo, SUNY, USA.
