Overview

Navigating Languages, Literacies and Identities showcases innovative research at the interface of religion and multilingualism, offering an analytical focus on religion in children and adolescents’ everyday lives and experiences. The volume examines the connections between language and literacy practices and social identities associated with religion in a variety of sites of learning and socialization, namely homes, religious education classes, places of worship, and faith-related schools and secular schools. Contributors engage with a diverse set of complex multiethnic and religious communities, and investigate the rich multilingual, multiliterate and multi-scriptal practices associated with religion which children and adolescents engage in with a range of mediators, including siblings, peers, parents, grandparents, religious leaders, and other members of the religious community. The volume is organized into three sections according to context and participants: (1) religious practices at home and across generations, (2) religious education classes and places of worship and (3) bridging home, school and community. The edited book will be a valuable resource for researchers in applied linguistics, linguistic anthropology, socio-linguistics, intercultural communication, and early years, primary and secondary education.

Full Product Details

Author:   Vally Lytra ,  Dinah Volk ,  Eve Gregory ,  Joan Pujolar
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9780367596484

ISBN 10:   0367596482
Pages:   260
Publication Date:   14 August 2020
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Prologue Vally Lytra, Dinah Volk and Eve Gregory Introduction Vally Lytra, Dinah Volk and Eve Gregory Part I: Religious Practices at Home and across Generations 1: Home Worship Service/Bible Reading/Reading Lesson: Syncretic Teaching and Learning in a Puerto Rican Family Dinah Volk 2: Easter Celebrations at Home: Acquiring Symbolic Knowledge and Constructing Identities Ana Souza, Olga Barradas and Malgorzata Woodham 3: Coming of Age: Amish Heritage Literacy Practices of Rumspringa, Adult Baptism, and Shunning Suzanne Rumsey Part II: Religious Education Classes and Places of Worship 4: Socialization into Religious Sensation in Children’s Catholic Religious Instruction Patricia Baquedano-López 5: The ""Responsive Reading"" and Reading Responsively: Language, Literacy, and African American Student Learning in the Black Church Tryphenia B. Peele-Eady 6: Heavenly Entextualisations: The Acquisition and Performance of Classical Religious Texts Andrey Rosowsky 7: Moving across Languages, Literacies and Schooling Traditions Leslie C. Moore 8: Children's Representations of the Temple in Text and Talk in a Tamil Hindu/Saiva Faith Community in London Vally Lytra, Eve Gregory and Arani Ilankuberan Part III: Bridging Home, School and Community 9: Joseph …. Yusuf: Changing Names, Navigating Spaces, Articulating Identities Ambarin Mooznah Auleear Owodally 10: Secular and Religious Literacies in Multilingual Hasidic Homes and Schools in Brooklyn Ayala Fader 11: Engendering ‘dispositions’ in communicative and semiotic practices: Insights from the Nishkam nursery project Gopinder Kaur Sagoo 12: Supporting children’s learner identities through faith: Ghanaian Pentecostal and Bangladeshi Muslim communities in London Charmian Kenner, Amoafi Kwapong, Halimun Choudhury and Mahera Ruby Conclusion Susi Long

Reviews

This complex bringing together of work in a number of fields related to religion, education, identity and literacy practices offers an original contribution that can help those already working in perhaps some of these areas to bridge and link a range of perspectives in a global context. -Brian Street, King's College London, UK

"""This complex bringing together of work in a number of fields related to religion, education, identity and literacy practices offers an original contribution that can help those already working in perhaps some of these areas to bridge and link a range of perspectives in a global context."" —Brian Street, King’s College London, UK ""This collection of strong ethnographies makes a significant contribution to the understanding of children’s many modes of learning in the context of their religious socialisation and is thus important reading for scholars and students in the fields of education, linguistics, anthropology,religious studies, diaspora studies, psychology, and sociology."" —Eleanor Nesbitt, Uniersity of Warwick, Journal of Contemporary Religion ""By featuring participants from diverse ethnicities, faiths, age groups and linguistic backgrounds, the authors uncover a complex field of knowledge and possibilities, previously unavailable to teachers and researchers. They invite us to re-imagine culturally responsive teaching by reframing the narratives that attach themselves to religious artefacts."" —Tran Nguyen Templeton and Haeny S Yoon, Teachers College, Columbia University, Journal of Early Childhood Literacy ""[The editors'] aim, therefore, is for this edited collection to open a space for dialogue between practitioners in different learning contexts to share resources and practices that can be used to enhance literacy outcomes in and for future generations."" —Elizabeth Gunn, Fine Print, the journal of the Victorian Adult Literacy and Basic Education Council ""This book provides insight into the binaries of religious and mainstream education and supports educatos to provide children with the chance to learn meaningfully."" —Ambreen Shahriar, EAL Journal"

""This complex bringing together of work in a number of fields related to religion, education, identity and literacy practices offers an original contribution that can help those already working in perhaps some of these areas to bridge and link a range of perspectives in a global context."" —Brian Street, King’s College London, UK ""This collection of strong ethnographies makes a significant contribution to the understanding of children’s many modes of learning in the context of their religious socialisation and is thus important reading for scholars and students in the fields of education, linguistics, anthropology,religious studies, diaspora studies, psychology, and sociology."" —Eleanor Nesbitt, Uniersity of Warwick, Journal of Contemporary Religion ""By featuring participants from diverse ethnicities, faiths, age groups and linguistic backgrounds, the authors uncover a complex field of knowledge and possibilities, previously unavailable to teachers and researchers. They invite us to re-imagine culturally responsive teaching by reframing the narratives that attach themselves to religious artefacts."" —Tran Nguyen Templeton and Haeny S Yoon, Teachers College, Columbia University, Journal of Early Childhood Literacy ""[The editors'] aim, therefore, is for this edited collection to open a space for dialogue between practitioners in different learning contexts to share resources and practices that can be used to enhance literacy outcomes in and for future generations."" —Elizabeth Gunn, Fine Print, the journal of the Victorian Adult Literacy and Basic Education Council ""This book provides insight into the binaries of religious and mainstream education and supports educatos to provide children with the chance to learn meaningfully."" —Ambreen Shahriar, EAL Journal

Author Information

Vally Lytra is Lecturer in Languages in Education at Goldsmiths, University of London. Her books include Play Frames and Social Identities (Benjamins, 2007), Multilingualism and Identities across Contexts: Cross-disciplinary Perspectives on Turkish-speaking Youth in Europe (co-editor Jens Normann Jørgensen, University of Copenhagen, 2008), Sites of Multilingualism: Complementary Schools in Britain Today (co-editor Peter Martin, Trentham, 2010), and When Greeks and Turks Meet: Interdisciplinary Perspectives on the Relationship since 1923 (Ashgate, 2014). Dinah Volk is Professor Emerita, Early Childhood Education, Cleveland State University, Cleveland, Ohio. She is co-author of ""Diversity as a verb in preservice teacher education"" in Contemporary Issues in Early Childhood and co-editor with Gregory and Long of a special issue of Journal of Early Childhood Literacy on syncretic literacies. Eve Gregory is Professor Emerita at Goldsmiths, University of London. Her books include City Literacies (joint author, Ann Williams) (Routledge, 2000), On Writing Educational Ethnographies: The Art Of Collusion (joint authors J. Conteh, C. Kearney & A. Mor-Sommerfeld) and Learning to Read in a New Language (Routledge, 2008).

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