Explore the vast range of titles available.

The authors trace the development of the concept of translanguaging, focusing on its relation to literacies. The authors describe its connection to literacy studies, with particular attention to bi/multilingual reading and writing. Then, the authors present the development of translanguaging as a sociolinguistic theory, discuss its formulations, and describe what is unique about translanguaging: its beginnings and grounding in educational practice and attention to the performances of multilinguals. The authors argue that multilingualism and bi/multiliteracies cannot be fully understood as simply the use of separate conventionally named languages or separate modes. Instead, translanguaging in literacies focuses on the actions of multilingual readers and writers, which go beyond traditional understandings of language, literacy, and other concepts, such as bi/multilingualism and bi/multilingual literacy. The authors show how multilinguals do language and literacy and how they do so in school. The authors review case studies that demonstrate how a translanguaging literacies framework is used to deepen multilingual students’ understandings of texts, generate students’ more diverse texts, develop students’ sense of confianza (confidence) in performing literacies, and foster critical metalinguistic awareness. The authors end by discussing implications for literacy pedagogy, as well as literacy research, that centers multilingual students.

In this paper, we advance an interdisciplinary discussion which articulates environmental history with the teaching of Geography in Brazil by analyzing a series of language uses from a school coursebook. In order to achieve the proposed objectives, the methodological approach adopted in the research, based on the Bakhtinian discursive perspective, considered the extensive reading of the coursebook and the selection of statements that addressed the theme of environmental history, allowing a discursive analysis of selected excerpts through the identification of the dialogic relationships maintained with the socio-historical developments of the environmental history of Brazil. In this way, we reflect in the article on the forms of environmental racism produced in the interaction between nature and society through two agricultural models: that of agribusiness, and the one developed by quilombola and indigenous communities. The analysis underscores ways in which the coursebook aligns itself with the hegemonic discourses, thereby erasing a set of forms of resistance concerning a Brazilian environmental history. Neste artigo, propomos uma discussão, de base interdisciplinar, que articula a história ambiental ao ensino de Geografia no Brasil, a partir da análise de enunciados de um livro didático dessa disciplina. Para alcançarmos os objetivos propostos, o percurso metodológico adotado na pesquisa, baseado na perspectiva discursiva bakhtiniana, considerou a leitura extensiva da obra e a seleção de enunciados que atendessem ao tema da história ambiental, permitindo uma análise discursiva dos trechos selecionados mediante a identificação de relações dialógicas mantidas com os desenvolvimentos sócio-históricos da história ambiental do Brasil. Desse modo, refletimos no artigo sobre o Racismo Ambiental produzido na relação entre natureza e sociedade nas práticas de dois modelos de agricultura: o do agronegócio e o desenvolvido por comunidades quilombolas e indígenas. A análise dos enunciados possibilitou identificar um alinhamento do livro didático ao discurso hegemônico, produzindo assim um apagamento das formas de resistência no que se refere a uma história ambiental brasileira.

The authors investigated improvisational theater and the possibilities that it presents for reconsidering reading pedagogy, with a focus on discussions of reading. The authors conducted empirical, qualitative studies of improvisational practice and instruction and analyzed improv through the construct of worlding. In this article, the authors explore different dimensions of worlding, a concept that generally describes how ensembles make present and create unique events in time. Next, the authors offer a vision of reading discussions that emerges from rethinking and refeeling such discussions through forms of worlding found in improvisation. The authors conclude by offering five improvinspired teaching practices for discussions of reading: (1) teaching as invoking the text, (2) teaching as exchanging offers, (3) teaching as attuning, (4) teaching as following lines of flight, and (5) teaching as activating embodied energy.

In 2024, the conservative media outlet Daily Wire produced a documentary film entitled Am I Racist? Created by political commentator and author Matt Walsh and director Justin Folk, the film became one of the highest-grossing documentaries of the last decade. Unlike traditional documentaries, Walsh employs a rhetoric of irony against anti-racist adherents to obstruct their influence and inoculate mostly conservative viewers. His method, however, is unusual and even questionable in conservative Christian circles. The film is analyzed using a Bakhtinian analysis of dialogic opposition wherein Walsh embodies three ironic characters—Rogue, Fool, and Clown—in order to expose the monologue of anti-racism. The analysis demonstrates the dialogization of the anti-racist monologue through rhetorical enactments of anacrisis and syncrisis. Through juxtapositions of anti-racist ideologists and their everyday racist opponents, Walsh obstructs the future effectiveness of the ideology. Even more, by becoming a DEI expert himself, he performatively distorts the monologue to victimize opponents and entertain viewers through the public spectacle. Ultimately, Am I Racist? demonstrates a unique modern turn and strategy in conservative and, more importantly, Christian rhetorical strategies that needs more attention in the future.

The burgeoning work of translanguaging and bilingualism has much to offer adolescent learning spaces in order to provide bi/multilingual students more equitable opportunities to engage in disciplinary literacy at the high school level, particularly where there are many low-incidence languages. Drawing from critical theories in both literacy and language research, we conducted this three-year study in two U.S. high schools (grades 9–12) in order to promote language equity and literacy engagement for emergent bilinguals and heritage speakers. We provided an intensive year of graduate courses on language, literacy, and equity for 27 teachers from various disciplines and school roles. Through analyzing their coursework, observations of their classes, and follow-up surveys, we documented how their heteroglossic language ideologies were nurtured, how they enacted translingual disciplinary literacies, and what benefits they perceived from this instructional approach. The findings illustrate how schools might overcome previously unquestioned monoglossic standards and linguistically oppressive systems through a whole-school translingual disciplinary literacies approach. Providing nuanced descriptions of how teachers engaged in translingual disciplinary literacy in various disciplines, we make a case for constructivist disciplinary literacy teacher education grounded in heteroglossic ideologies. We also draw connections from language equity to literacy engagement, suggesting that a translingual disciplinary literacies approach is a necessary instructional innovation to effect change in high school learning spaces for bi/multilingual learners. Finally, as our field pursues language equity and literacy engagement, like the teachers in this study, we must also critically evaluate our own ideologies toward literacy and language.

This study employs Mikhail Bakhtin's theory on \"Carnival\", to interpret Amita Parikh's novel The Circus Train (2022) as part of the broader framework of historical fiction that examines themes related to identity, belonging and psychological resilience against the backdrop of World War II. It addresses a gap in previous research by being the first to utilize a carnivalistic approach to the analysis of The Circus Train, demonstrating how Bakhtin's theory on Carnival is applicable to identity-construction processes and self-discovery within the context of chaotic, liminal spaces beyond the medieval celebrations Bakhtin made reference to. The methodology used in this study consists of a qualitative approach to literature, combining Bakhtin's carnival model with a close textual analysis in order to understand the relationship between the grotesque realism within literature and social hierarchies and the transformation of individuals. This study indicated three findings: 1. The novel critiques established power relationships of the time, allowing for the marginalized characters to re-negotiate their identities and reclaim their agency; 2. The use of grotesque imagery enhances our understanding of the themes surrounding adaptation and survival and gives us insight into how humans made sense of the world in a time of crisis; 3. The \"Carnival\" becomes a transformative strategy of individuals fostering resilience, liberation and self-definition in the face of destruction. By integrating Bakhtinian theory with contemporary literary discourse, this study offers a deeper understanding of how narrative spaces nurture emotional development and identity formation in historically disrupted contexts. It further recommends extending carnivalistic frameworks to the analysis of literature concerned with war, displacement, and belonging, as such approaches uncover hidden dimensions of human agency, trauma, and renewal, positioning The Circus Train as a pivotal contribution to modern studies of identity and transformation.

This study explores student perceptions of multicultural programming through arts-based narrative inquiry. Using Bakhtinian novelness as a frame for restorying the lived experiences of the students responsible for organizing a Black Carpet Fashion Showcase at a Catholic liberal arts university, the event’s unintended consequences are situated in a heteroglossic space where the participants’ unmerged voices (polyphony) at a specific time (chronotope) are held in the same esteem (carnival). Rather than offering a unified solution for best practice in multicultural programming, the purpose of this study is to promote dialogic conversations about how students can participate in the construction of inclusive campus communities.

This article aims to think of cultural productions, transformed into consumer products, in the classroom, as dialogic strategies of critical formation. The proposal is to reflect on the presence of these productions and products from two iconic works of the cultural industry for their virality: Harry Potter and Despicable Me - the world's largest fandom community and the success of minions, specifically in Brazil. The theoretical foundation is based on Bakhtinian studies in dialogue with critical theory. Harry Potter will be thought through the production of fans and Despicable Me in the fields from the image of the minions. It is intended to think about the relationship between school and society, as well as about the constitution of school life as a citizen formation, and this is its relevance. Este artigo se propõe a pensar as produções culturais, transformadas em produtos de consumo, em sala-de-aula, como estratégias dialógicas de formação crítica. A proposta é refletir sobre a presença dessas produções e produtos a partir de duas obras icônicas da indústria cultural por sua viralidade: Harry Potter e Meu Malvado Favorito – a maior comunidade de fandom do mundo e o sucesso dos minions, especificamente no Brasil. A fundamentação teórica se pauta nos estudos bakhtinianos em diálogo com a teoria crítica. Harry Potter será pensado por meio da produção dos fãs e Meu Malvado Favorito nos campos de atuação a partir da imagem dos minions. Pretende-se pensar sobre a relação escola e sociedade, bem como acerca da constituição da vida na escola como formação cidadã, e esta é a sua relevância. El artículo propone pensar las producciones culturales, trasformadas en productos de consumo, en aula de clase, como estrategias dialógicas de formación crítica. La propuesta es reflexionar sobre la presencia de estas producciones y productos a partir de dos obras icónicas de la industria cultural por su viralidad: Harry Potter y Mi Villano Favorito – la mayor comunidad de fandom del mundo y el suceso de los minions, específicamente en Brasil. La fundamentación teórica se basa en los estudios bakhtinianos en diálogo con la teoría crítica. Harry Potter será pensado por medio de la producción de los fans y Mi Villano Favorito en los campos de actuación a partir de la imagen de los minions. Se pretende pensar sobre la relación escuela y sociedad, así como sobre la constitución de la vida en la escuela como formación ciudadana. Y esta es su relevancia.

In our essay, we challenge the hegemonic Kantian discourse of defining justice as equality (in a broader sense) and injustice as inequality in education (and elsewhere). We argue that this discourse is based on the underlining assumption of replaceability and measurement of people and of educational practice itself. In contrast, we argue that people and their education are unique. Thus, it is necessary to develop an alternative notion of justice based on uniqueness and immeasurability of people and their education. We found that Bakhtin’s dialogic ethics framework is helpful for developing such an alternative approach. According to the Bakhtinian dialogic ethics, people are engaged in self-contradictory deeds, charged with ethical tensions. These ethically problematic deeds must be challenged by others and the self in critical dialogue and must demand responses by the authors of the deeds striving to achieve justice. Taking responsibility is not merely a discursive process of answering – it is not “answerability” – but rather another ethic deed of defining ethically good or bad, defining quality and values, accepting blame, standing grounds, committing to fixing negative consequences, emotional sympathy, and so on. The process of challenging people’s deeds in critical dialogue and their taking (or not taking) responsibility defines (in)justice of people’s deeds. We examine two cases of educational injustice based on the Bakhtinian dialogic ethics framework of uniquness. We try to show that education and its justice are essentially authorial and, thus, unique processes. Even when justice involves measurable things like money, it is still about unique people with unique educational goals, interests, and needs in unique circumstances that these measurable resources afford. We consider a case of allocation of measurable resources as a compromise between the Kantian formulistic and the Bakhtinian dialogic ethics approaches. We conclude our essay with developing a vision for a just educational practice based on students’ academic freedoms for authorial education.

Book Review: White, E. J. (2015). Introducing dialogic pedagogy: Provocations for the early years: Routledge.I am impressed by the depth of White’s understanding of Bakhtin’s work and by her innovated uses of Bakhtinian concepts such as answerability, becoming, aesthetics, authorship and polyphony. White’s book represents a very important effort to bring these concepts to early childhood education practitioners. In this review I discuss White’s ways of making these Bakhtinian concepts accessible to ECE teachers and I provide the necessary context for appreciating the significance of White’s contribution.