scholarly journals Exquisite Attention: Introduction to the Special Issue of Language & Literacy

2010 ◽  
Vol 12 (2) ◽  
pp. 1
Author(s):  
Lyndsay Moffatt
Keyword(s):  
Literacy Education ◽  
Language And Literacy ◽  
Special Issue ◽  
Diverse Range ◽  
Education Today ◽  
Language Literacy

It gives me great honour to welcome you to this special issue of Language & Literacy.  In this issue you will find a range of thoughtful and provocative inquiries that reflect some of the diverse range of research in language and literacy education today. This issue was born of the recent marriage of the Language and Literacy Researchers of Canada (LLRC) and Language & Literacy: A Canadian ejournal. From this point forward these two organizations have made a commitment to support each other in their efforts to sustain critical conversations about language and literacy education and research.

Humanizing the Tenure Years for Faculty of Color: Reflections From STAR Mentors

2017 ◽  
Vol 49 (4) ◽  
pp. 582-589 ◽  
Author(s):  
Jennifer D. Turner ◽  
Marcelle M. Haddix ◽  
Mileidis Gort ◽  
Eurydice B. Bauer
Keyword(s):  
School Administrators ◽  
Literacy Education ◽  
Faculty Of Color ◽  
Early Career ◽  
Professional Organizations ◽  
Language And Literacy ◽  
Special Issue ◽  
Education Administrators

In this essay, some of the 2015-2017 STAR mentors (mentors of authors in this special issue) illustrate the importance for policymakers, professional organizations, school administrators, and state and system administrators to foster bidirectional relationships with early career scholars of Color. This Insight Column provides the field of language and literacy education, administrators, and state and federal policymakers with recommendations and implications on how to better prepare, serve, retain, and humanize early career scholars of Color.

scholarly journals Addressing gender inequality: Stumbling blocks and roads ahead

2018 ◽  
Vol 21 (5) ◽  
pp. 671-677 ◽  
Author(s):  
Thekla Morgenroth ◽  
Michelle K. Ryan
Keyword(s):  
Collective Action ◽  
Gender Equality ◽  
Gender Inequality ◽  
Parental Leave ◽  
Government Policies ◽  
Workplace Diversity ◽  
Evidence Based ◽  
Special Issue ◽  
Diverse Range ◽  
Gender Research

Despite many positive changes in terms of gender equality in recent decades, women remain underrepresented in positions of power and prestige, and continue to shoulder disproportionate amounts of unpaid domestic labor. This special issue brings together an examination of the different ways in which gender inequality can be addressed, the efficacy of such approaches, and the consequences these approaches can have. In this introduction to the special issue, we discuss the focus of past and present gender research and outline issues which have received less attention. We further give an overview of the papers in this special issue, which focus on a diverse range of ways in which gender inequality can be addressed, such as collective action, workplace diversity initiatives and parental leave policies, gender-fair language, and government policies. Taken together, these papers illustrate (a) the importance of ensuring that initiatives are evidence-based, (b) the ways in which we can maximize the effectiveness of interventions, and (c) the need to understand when these initiatives may inadvertently backfire.

Discourses about language and literacy education in Portugal: past and present

2019 ◽  
Vol 2019 (259) ◽  
pp. 15-38
Author(s):  
Clara Keating
Keyword(s):  
Cultural History ◽  
Labour Force ◽  
Historical Analysis ◽  
Literacy Education ◽  
Historical Period ◽  
Language And Literacy ◽  
Colonial Era ◽  
Democratic State ◽  
History Of ◽  
Definition Of

Abstract This article presents a historical analysis of discourses about language and literacy that have emerged during different periods in the political and cultural history of Portugal. It covers six periods, from the colonial era to the present, and it considers different geopolitical spaces, including the Portuguese mainland, the Atlantic archipelagos, former Portuguese colonies and diasporic spaces created as a result of emigration from Portugal. The article traces three kinds of discursive shift: (1) shifts in discourses in Portuguese society regarding the goals of language and literacy education, along with associated discourses about appropriate language and literacy pedagogies; (2) shifts in discourses about the specific nature and significance of literacy in Portuguese; and (3) shifts in discourses about the value and symbolic power of standardized forms of spoken and written Portuguese. It shows how each historical period has been characterized by distinctive political and ideological currents which have, in turn, shaped and re-shaped ways of thinking about the role of language and literacy education in the definition of citizenship and national identity, in the construction of heritage, in the creation of a “modern” democratic state and, more recently, in the retooling of human resources to create a flexible labour force.

scholarly journals Special Issue: Language, Literacy, and Singing

2014 ◽  
Vol 16 (3) ◽  
pp. 1
Author(s):  
Zheng Zhang ◽  
Rachel Heydon
Keyword(s):  
Special Issue ◽  
Language Literacy

scholarly journals Towards professional responsibility for language and literacy: exploring vocational teachers’ emerging language and literacy understandings and identities

1970 ◽  
Vol 23 (1) ◽  
pp. 50-72 ◽  
Author(s):  
Tao Bak ◽  
Pauline O'Maley
Keyword(s):  
Professional Identity ◽  
Professional Responsibility ◽  
Vocational Teachers ◽  
Language And Literacy ◽  
Dialogic Approach ◽  
Language Literacy ◽  
Using Data

The role of vocational teachers is complex and evolving (Moodie & Wheelahan 2012). The imperative to also attend to students’ language literacy and numeracy (LLN) skills adds to this complexity. Using data from interviews with eight teachers, this paper explores this emergent space in relation to impacts on their sense of capacity and confidence to attend to LLN, and ways this is being incorporated into a renewed, but often still fragile sense of professional identity (Brookfield 2000). Where the focus of discussion is often on LLN requirements, we concentrate here on the perceptions and experiences of the teachers themselves, and how these insights may inform our approach as LLN specialists. We conclude that vocational teachers appear willing travellers on this journey, but often feel they have a distance to go. We make a case for a collaborative dialogic approach to this shared challenge.

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