Social Justice Through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity

Social Justice through Pedagogies of Multiliteracies explores the ways in which pedagogies of multiliteracies can be used to promote and achieve situated forms of social justice, especially for minoritized L2 learners.

This edited collection focuses on pedagogies of multiliteracies that seek to develop and strengthen L2 learner identity and agency within and outside formal educational contexts in bilingual, multilingual, multimodal, community, language, and teacher education. The volume contextualizes agency and identity around questions, ideologies, and issues related to language, gender, sex, sexuality, body, race, and ethnicity. Contributions illustrate the design and implementation of pedagogies of multiliteracies through a diverse range of modalities and settings: linguistic landscapes, graphic novels, picturebooks, photovoice, text, and imagery through instructor- and student-developed materials. The volume acknowledges, enacts, and builds upon the responsibility of L2 educators to develop pedagogies of multiliteracies that reflect the life experiences, identities, and needs of minoritized L2 individuals in the curriculum in order to realize the social justice aim of L2 education.

Social Justice through Pedagogies of Multiliteracies will be of interest to L2 researchers, teachers, and teacher educators.

Vander Tavares is an Associate Professor in education at Inland Norway University of Applied Sciences, Norway, and holds a PhD in linguistics and applied linguistics from York University, Canada. His research interests include language teacher identity development, critical second language education, internationalization of higher education, and identity in multilingual/multicultural contexts.