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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/62747
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dc.contributor.authorVeliz, Leonardoen
dc.contributor.authorHeinrichs, Danielle Hen
dc.contributor.authorDiaz, Adriana Ren
local.source.editorEditor(s): Leonardo Veliz, Miguel Farias & Michelle Picarden
dc.date.accessioned2024-09-11T01:21:03Z-
dc.date.available2024-09-11T01:21:03Z-
dc.date.issued2024-10-31-
dc.identifier.citationReimagining Literacies Pedagogy in the Twenty-first Century: Theorizing and Enacting Multiple Literacies for English Language Learners, p. 195-217en
dc.identifier.isbn9781350413658en
dc.identifier.isbn9781350413672en
dc.identifier.isbn9781350413689en
dc.identifier.urihttps://hdl.handle.net/1959.11/62747-
dc.description.abstract<p>In this study, we explore issues of race, racism and marginalization of Iraqi students in Australia as they negotiate dominant beliefs, practices and paradigms about language and literacy while contesting their racialized identities as (self-ascribed) low-literacy learners. We approach the study through the theoretical lens of RefugeeCrit (Strekalova-Hughes et al., 2018) which recognizes the enduring presence of colonial racism and mentalities in contemporary global societies. This lens specifically focuses on how these factors intersect with refugee legal status and resettlement policies, leading to the perpetuation of oppression.</p>en
dc.languageenen
dc.publisherBLOOMSBURY ACADEMICen
dc.relation.ispartofReimagining Literacies Pedagogy in the Twenty-first Century: Theorizing and Enacting Multiple Literacies for English Language Learnersen
dc.relation.isversionof1en
dc.titleDefying Deficit Views of Literacy through RefugeeCrit and Multicultural Literaciesen
dc.typeBook Chapteren
local.contributor.firstnameLeonardoen
local.contributor.firstnameDanielle Hen
local.contributor.firstnameAdriana Ren
local.profile.schoolSchool of Educationen
local.profile.emaillveliz@une.edu.auen
local.output.categoryB1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeLondon, United Kingdomen
local.identifier.totalchapters13en
local.format.startpage195en
local.format.endpage217en
local.peerreviewedYesen
local.contributor.lastnameVelizen
local.contributor.lastnameHeinrichsen
local.contributor.lastnameDiazen
dc.identifier.staffune-id:lvelizen
local.profile.orcid0000-0003-2489-7484en
local.profile.roleauthoren
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:1959.11/62747en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleDefying Deficit Views of Literacy through RefugeeCrit and Multicultural Literaciesen
local.output.categorydescriptionB1 Chapter in a Scholarly Booken
local.relation.urlhttps://www.bloomsbury.com/au/reimagining-literacies-pedagogy-in-the-twentyfirst-century-9781350413658/en
local.search.authorVeliz, Leonardoen
local.search.authorHeinrichs, Danielle Hen
local.search.authorDiaz, Adriana Ren
local.uneassociationYesen
local.atsiresearchNoen
local.isrevisionNoen
local.sensitive.culturalNoen
local.year.published2024en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/ba77aa5c-1c64-42db-9055-e21e4d48be38en
local.subject.for2020390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)en
local.subject.for2020390410 Multicultural education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples)en
local.subject.seo2020130202 Languages and linguisticsen
local.subject.seo2020160302 Pedagogyen
local.profile.affiliationtypeUNE Affiliationen
local.profile.affiliationtypeExternal Affiliationen
local.profile.affiliationtypeExternal Affiliationen
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