Language, Literacy, and Culture

Aha! Moments in Personal and Sociopolitical Understanding
  • Sonia Nieto
Part of the Leaders in Educational Studies book series (LES)


This chapter focuses on the intersections among language, literacy, and culture, and what these intersections have meant for me personally, and what they can mean for students who have been marginalized, neglected, or made invisible by traditional understandings of the role of education.


Language Policy Multicultural Education Sociocultural Perspective Sociocultural Theory Brooklyn College 
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.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Anzaldúa, G. (1987). Borderland/La Frontera: The new mestiza. San Francisco: Spinsters/Aunt Lute Book Co.Google Scholar
  2. Bartlett, L., & Garcia, O. (2011). Additive schooling in subtractive times: Bilingual education and dominican immigrant youth in the heights. Nashville, TN: Vanderbilt University Press.Google Scholar
  3. Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York, NY: Greenwood Press.Google Scholar
  4. Bourdieu, P., & Passon, J. C. (1977). Reproduction in education, society and culture. London, UK: Sage.Google Scholar
  5. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Economic reform and the contradictions of economic life. New York, NY: Basic Books.Google Scholar
  6. Diaz, E., Flores, B., Cousin, P. T., & SooHoo, S. (1992). Teacher as sociocultural mediator. Paper presented at the annual AERA meeting, San Francisco, CA, April 1992.Google Scholar
  7. Douglass, F. [1857]. (1985). The significance of emancipation in the West Indies. Speech, Canandaigua, New York, August 3, 1857; collected in pamphlet by author. In The Frederick Douglass Papers. Series One: Speeches, Debates, and Interviews. Volume 3: 1855–63 (p. 204). Edited by J. W. Blassingame, NH: Yale University Press.Google Scholar
  8. Foucault, M. (1980). Truth and power. In C. Gordon (Ed.), Power/knowledge: Selected interviews and other writings, 1972-1977 (pp. 197–133). Bristol, UK: Harvester Press.Google Scholar
  9. Freire, P. (1985). The politics of education: Culture, power, and liberation. South Hadley, MA: Bergin & Garvey.Google Scholar
  10. Freire, P. (1998). Teachers as cultural workers: Letters from those who dare teach. Boulder, CO: Westview.Google Scholar
  11. Freire, P. (2007). Daring to dream: Toward a pedagogy of the unfinished. Boulder, CO: Paradigm.Google Scholar
  12. Gee, J. P. (1990). Social linguistics and literacies: Ideologies in discourse. Bristol, PA: Falmer Press.Google Scholar
  13. Ginley, M. (2010). Being nice is not enough. In S. Nieto (Ed.), The light in their eyes: Creating multicultural learning communities (pp. 114). New York, NY: Teachers College Press.Google Scholar
  14. Gramsci, A. (2012). In D. Forgas & G. Nowell-Smith (Eds.), Selections from cultural writings. Chicago: Haymarket Books.Google Scholar
  15. Janks, H. (2010). Literacy and power. New York, NY: Routledge.Google Scholar
  16. New London Group (1996). A pedagogy of multiliteracies: Designingsocial futures. Harvard Educational Review, 66 (1), 60–93.CrossRefGoogle Scholar
  17. Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education (2nd ed.). White Plains, NY: Longman.Google Scholar
  18. Nieto, S. (2003). Profoundly multicultural questions. Educational Leadership, 60(4), 6–10.Google Scholar
  19. Nieto, S. (2011). On learning to tie a bow, and other tales of becoming biliterate. In M. de la Luz Reyes (Ed.), Words were all we had: Becoming biliterate against the odds (pp. 15–25). New York, NY: Teaches College Press.Google Scholar
  20. Nieto. S. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive and socially just practices in U.S. schools. Portsmouth, NH: Heinemann.Google Scholar
  21. Reyes, M. de la L. (Ed.). (2011). Words were all we had: Becoming biliterate against the odds. New York, NY: Teaches College Press.Google Scholar
  22. Rodriguez, R. (1983). Hunger of memory: The education of Richard Rodriguez. New York, NY: Bantam.Google Scholar
  23. Snow, C. E., Barnes, W. S., Chandler, J., Goodman, I. F., & Hemphill, L. (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press.Google Scholar

Copyright information

© Sense Publishers 2015

Authors and Affiliations

  • Sonia Nieto
    • 1
  1. 1.University of MassachusettsAmherst

Personalised recommendations