Tracing Cosmopolitan Literacies: A Case Study of Transnational Literacy Curricula

Autor/in	Zhang, Zheng
Titel	Tracing Cosmopolitan Literacies: A Case Study of Transnational Literacy Curricula
Quelle	In: Journal of Curriculum Studies, 51 (2019) 5, S.583-600 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1580316
Schlagwörter	Case Studies; Literacy Education; Foreign Countries; International Schools; Curriculum Evaluation; Global Approach; Immersion Programs; Language of Instruction; Educational Policy; Mandarin Chinese; English (Second Language); Second Language Learning; Self Concept; Student Needs; International Education; Vignettes; English Literature; Teaching Methods; Semiotics; Music; Macau; Canada + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausland; International school; Internationale Schule; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Globales Denken; Immersionsprogramm; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Selbstkonzept; Internationale Erziehung; Englische literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Semiotik; Musik; Kanada
Abstract	This case study explored the institutional, programmatic, and classroom literacy curricula of a Canadian offshore school in Macau (school pseudonym: MCS). Undergirded by the conceptual tool of cosmopolitan literacies, this study specifically examined the network effects that influenced the forms of cosmopolitan literacies in MCS's three levels of curriculum. In exploring the English immersion-based programmatic curriculum for MCS, data show a universalistic vision of literacy that foregrounds essentialism and universalism in world and Canadian literature in English. Yet school policy-makers and teachers concerted efforts to adapt the parochial, Canadian programmatic curricula and responded to students' diverse needs and fluid identities in the local/global intersections. Findings also relate English and Mandarin literacy teachers' agency, collaboration, and creativity in enacting cosmopolitan literacy practices in the transnational education classrooms. The paper ends with a reconfiguration of cosmopolitan literacies for curriculum-making, pedagogy, and assessment in the 21st century interconnected schooling contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01