Advertisement

New Urban Terrains: Literacies, World Kids, and Teachers

  • Karen Dooley
  • Cushla Kapitzke
  • Carmen Luke
Part of the Springer International Handbooks of Education book series (SIHE, volume 19)

Literacy is a long-established focus of urban education. Given the populations of migrants, refugees and transient populations of industrialized Western cities, it is a target that has been understood historically in terms of linguistic and cultural difference, as well as poverty. In Australian educational research and policy over the last three decades, there been an ongoing recognition not only of links between poverty and educational outcomes, but also of schools’ failure to serve aspirations of migrant and refugee families of non-English-speaking background concentrated in industrialized cities such as Sydney, Melbourne, Wollongong and Newcastle (Cahill, 1996; see Blackmore, 2007). Today, literacy achievement of urban populations is again a focal point of considerable public and media debate, which although appearing to focus on issues of curriculum and instruction, readily turns to debates over declining morality, deterioration of cultural values and national traditions. Yet, questions about the impact of new media technologies on youth culture, and implications for conceptualizations of school literacy education are at the core of contention in Australian educational development and public debate. These questions have generated increasing research activity in the last decade, with several major federally funded projects into youth literacies, new technologies, social identity and educational issues (Alloway, Freebody, Gilbert, & Muspratt, 2002; Department of Science, Education and Training, 2002a, 2002b; Hill, Louden, & Reid, 2002; Louden et al., 2000; Luke et al., 2002). However, ongoing work is required because the rapid development and dissemination of new communication and information technologies into communities has serious ramifications for social relations, work, and youth cultures.

Keywords

Urban School Literacy Education Critical Literacy Literate Practice Digital Literacy 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Alexander, J. (2006). Digital youth: Emerging literacies on the World Wide Web. Cresskill, NJ: Hampton Press, Inc.Google Scholar
  2. Alloway, N., Freebody, P., Gilbert, P., & Muspratt, S. (2002). Boys, literacy and schooling: Expanding the repertoires of practice. Canberra: Department of Science, Education and Training.Google Scholar
  3. Blackmore, J. (2007). Equity and social justice in Australian education systems: Retrospect and prospect. In W. T. Pink, & G. W. Noblit (Eds.), International handbook of urban education (pp. 249–264). Dordrecht: Springer.Google Scholar
  4. Benson, P., & Nunan, D. (2004). Learners' stories: Difference and diversity in language learning. Cambridge: Cambridge University Press.Google Scholar
  5. Cahill, D. (1996). Immigration and schooling in the 1990s. Canberra: Commonwealth of Australia.Google Scholar
  6. Caldeira, T. (1996). Fortified enclaves: The new urban segregation. Public Culture, 8 (2), 303–328.CrossRefGoogle Scholar
  7. Castells, M. (2004). Space of flows, space of places: Materials for a theory of urbanism in the Information Age. In S. Graham (Ed.), The cybercities reader (pp. 82–93). London and New York: Routledge.Google Scholar
  8. Clark, W. A. V. (2003). Monocentric to polycentric: New urban forms and old paradigms. In G. Bridge, & S. Watson (Eds.), A companion to the city (pp. 140–54). Malden, MA: Blackwell Publishing.Google Scholar
  9. Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.Google Scholar
  10. Davis, M. (1990). City of quartz: Excavating the future in Los Angeles. London: Verso.Google Scholar
  11. Davis, M. (2006). Planet of slums. London: Verso.Google Scholar
  12. Department of Science, Education and Training. (2002a). The application of information and communication technologies in the assessment of literacy and numeracy in the early years of schooling. Canberra: Department of Science, Education and Tanining.Google Scholar
  13. Department of Science, Education and Training. (2002b). Literacy and numeracy in the early years of schooling: An overview. Canberra: Department of Science, Education and Tanining.Google Scholar
  14. Donnelly, K. (2004). Why our schools are failing. Sydney: Duffy & Snellgrove.Google Scholar
  15. Editor. (October 1–2, 2005a). Teaching reform: It is time to change what, and how, our schools teach. The Weekend Australian, p. 18. (See also Letters to the Editor, p. 15.)Google Scholar
  16. Editor (December 9, 2005b). Spelling it out: Ideology should not threaten children's right to read. The Australian, p. 15.Google Scholar
  17. Editor (April 22–23, 2006). Giving out bad Marx: Trendy “isms” are incompatible with lasting knowledge. The Weekend Australian, p. 16.Google Scholar
  18. Florida, R. (2005). Cities and the creative class. New York: Routledge.Google Scholar
  19. Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth: Penguin.Google Scholar
  20. Gilroy, P. (2002). The status of difference: Multiculturalism and the postcolonial city. In Ghent Urban Studies Team (Ed.), post ex sub dis: Urban fragmentations and constructions (pp. 198–209). Rotterdam: 010 Publishers.Google Scholar
  21. Gleeson, B. (2006). Australian heartlands: Making space for hope in the suburbs. Crows Nest, NSW: Allen & Unwin.Google Scholar
  22. Graham, S. (2004). Cybercity archaeologies: Introduction. In S. Graham (Ed.), The cybercities reader (pp. 3–29). London and New York: Routledge.Google Scholar
  23. Green, B., Reid, J., & Bigum, C. (1998). Teaching the Nintendo generation? Children, computer culture and popular technologies. In S. Howard (Ed.), Wired-up: Young people and the electronic media (pp. 19–41). London: UCL Press.Google Scholar
  24. Harvey, D. (1996). Justice, nature, and the geography of difference. Cambridge, MA: Blackwell.Google Scholar
  25. Hill, S., Louden, W., & Reid, J-A. (2002). 100 children turn 10: A longitudinal study of literacy development from the year prior to school to the first four years of school. Canberra: Department of Science, Education and Training.Google Scholar
  26. Holton, R. J. (1998). Globalization and the nation-state. New York: St. Martin's Press.Google Scholar
  27. Howard, J. (July 25, 2006). Address by The Hon John Howard MP, Prime Minister of Australiato Reconciliation Australia, BHP Billiton. Melbourne. Retrieved July 20, 2006, from http://www.reconciliation.org.au/i-cms.isp?page=264
  28. Hutton, W., & Giddens, A. (Eds.). (2001). On the edge: Living with global capitalism. London: Vintage.Google Scholar
  29. Jacobson, S. (2002). How diverse is it? The case of Oakland, California. In Ghent Urban Studies Team (Ed.), post ex sub dis: Urban fragmentations and constructions (pp. 210–220). Rotterdam: 010 Publishers.Google Scholar
  30. Kalantzis, M., Cope, B., & The Learning by Design Project Group. (2005). Learning by Design. Melbourne/Altona, Victoria: Victorian Schools Innovation Commission in association with Common Ground Publishing.Google Scholar
  31. Kapitzke, C., & Bruce, B. C. (Eds.). (2006). Libr@ries: Changing information space and practice. Mahway NJ: Lawrence Erlbaum.Google Scholar
  32. Karim, K. H. (Ed.). (2003). The media of diaspora. London: Routledge.Google Scholar
  33. Kenway, J., & Bullen, E. (2001). Consuming children: Education-entertainment-advertising. Buckingham: Open University Press.Google Scholar
  34. Kramsch, C., & Lam, W. S. E. (1999). Textual identities: The importance of being non-native. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 57–72). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  35. Lam, E. W. S. (2004a). Border discourses and identities in transnational youth culture. In J. Mahari (Ed.), What they don't learn in school: Literacy in the lives of urban youth (pp. 79–97). New York: Peter Lang.Google Scholar
  36. Lam, W. S. E. (2004b). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning and Technology, 8 (3), 44–65.Google Scholar
  37. Lam, W. S. E. (2006). Re-envisioning language, literacy and the immigrant subject in new mediascapes. Pedagogies, 1 (3), 171–195.CrossRefGoogle Scholar
  38. Lam, W. S. E., & Kramsch, C. (2003). The ecology of an SLA community in computer-mediated environments. In J. Leather, & J. van Dam (Eds.), Ecology of language acquisition (pp. 141–158). Boston: Kluwer Academic Publishers.Google Scholar
  39. Leander, K. M. (2003). Writing travelers' tales on new literacyscapes. Reading Research Quarterly, 38 (3), 392–397.Google Scholar
  40. Lipman, P. (1998). Race, class, and power in school restructuring. New York: State University of New York Press.Google Scholar
  41. Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York: Routledge.Google Scholar
  42. Louden, W., Chan, L., Elkins, J., Greaves, D., House, H., Milton, M., et al. (2000). Mapping the territory – primary students with learning difficulties: Literacy and numeracy. Canberra: Department of Education, Science and Training.Google Scholar
  43. Luke, A., & Carrington, V. (2002). Globalization, literacy, curriculum practice. In R. Fisher, M. Lewis, & G. Brooks (Eds.), Language and literacy in action (pp. 231–250). London: Routledge/Falmer.Google Scholar
  44. Luke, A., Elkins, J., Weir, K., Land, R., Dole, S., Carrington, V. et al. (2002). Beyond the middle: A report about literacy and numeracy development of target group students in the middle years of schooling. Canberra: Department of Education, Science & Training.Google Scholar
  45. Luke, A., Freebody, P., Land, R., Booth, S., & Kronk, P. (2000). Literate futures: Report of the Literacy Review for Queensland State Schools. Brisbane: Queensland Department of Education.Google Scholar
  46. New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope, & M. Kalantzis (Eds.), Multiliteracies; Literacy learning and the design of social futures (pp. 9–37). South Yarra, Vic.: Macmillan.Google Scholar
  47. Pavlenko, A. (2002). Poststructuralist approaches to the study of social factors in second language learning and use. In V. Cook (Ed.), Portraits of the L2 user (pp. 277–302). Clevendon: Multilingual Matters.Google Scholar
  48. Peel, M. (2003). The lowest rung: Voices of Australian poverty. Cambridge: Cambridge University Press.Google Scholar
  49. Pennycook, A. (2003a). Global Englishes, rip slime, and performativity. Journal of Sociolinguistics, 7 (4), 513–533.CrossRefGoogle Scholar
  50. Pennycook, A. (2003b). Global noise and global Englishes. Cultural Studies Review, 9 (2), 192–200.Google Scholar
  51. Pennycook, A. (2005). Teaching with the flow: Fixity and fluidity in education. Asia Pacific Journal of Education, 25 (1), 29–43.CrossRefGoogle Scholar
  52. Sefton-Green, J. (2005). Playing with transformations: How digital production is changing the traditions of media education. Media Education Journal, 37, 25–27.Google Scholar
  53. Sennett, R. (2000). Street and office: Two sources of identity. In W. Hutton, & A. Giddens (Eds.), Global capitalism (pp. 175–190). New York: The New Press.Google Scholar
  54. Smith, M. P. (2001). Transnational urbanism: Locating globalization. Oxford: Blackwell.Google Scholar
  55. Snyder, I., & Beavis, C. (Eds.). (2004). Doing literacy online: Teaching, learning and playing in an electronic world. Cresskill, NJ: Hampton Press.Google Scholar
  56. Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Cambridge, MA: Blackwell.Google Scholar
  57. Stevenson, D. (2003). Cities and urban cultures. Maidenhead, Phil.: Open University Press.Google Scholar
  58. Thomson, P. (2002). Schooling the rustbelt kids: Making the difference in changing times. Crows Nest, NSW: Allen & Unwin.Google Scholar
  59. Turtel, J. (2005). Public schools, public menace: How public schools lie to parents and betray our children. New York, NY: Liberty Books.Google Scholar
  60. Watson, S. (2006). City publics: The (dis)enchantments of urban encounters. Abingdon: Routledge.Google Scholar

Copyright information

© Springer 2007

Authors and Affiliations

  • Karen Dooley
    • 1
  • Cushla Kapitzke
    • 1
  • Carmen Luke
    • 2
  1. 1.Queensland University of TechnologyAustralia
  2. 2.University of QueenslandAustralia

Personalised recommendations