Developing Transnational Literacies

"Indigenous scholars have debated the impact that researchers and the act of researching have on Native and Indigenous people and communities. Although literature on this subject has grown, little has been written explicitly laying out the doing of research with these communities. The authors seek to articulate their doing by drawing upon the essential research principles and standards set by scholars. The authors seek to examine their work as education researchers in three different international contexts-Kenya, Cambodia, and "Indian country" in the United States-highlighting research practice shaped by context, relationship, and discourse emergent in their investigations of schooling, language revitalization, and scientific knowledge access. The authors reflect, analyze, and summarize their actions of decolonizing research that were present or particularly challenging cross-culturally, in each context. Examples of common action in the projects include relinquishing control, reenvisioning knowledge, cultivating relationships, and purposeful representation of communities. Finally, the authors connect their actions to the principles and standards set by scholars and discuss lessons learned."

"This article expounds on three central aspects necessary to comprehend the critical dialogue between the humanities and social sciences and Cultural Studies in Latin America: (1) The aesthetic and the critical versus the popular and the technocultural; (2) Transdisciplinarity and the clashes between the disciplines and (3) The displacement of literature in the redefinition of the 'Latin American' in the cultural theory of the 1980s in Latin America. This critical narrative reveals that the technocooperativity of the culture market demands that Cultural Studies leave aside knowledge of the negativity of the splitted, the errant and the lost. It corresponds to art and literature, to critical thinking, to reintroduce - in a minor key - the disorders of the unclassifiable in the world of the classified and the classifier. Only with the critical play of disobedient languages against the university technomarket can the resigned homology between the politics of governability, the administration of the social, the industrialization of the cultural and the professionalization of useful knowledge be bankrupted."

"This essay explores intersections between reading and privilege and moves out from a survey of faculty reading practices to consider what is at stake in distinguishing between "real" and "instrumental" reading. Allen argues that, as privileged subjects, teachers can best help students approach reading as the negotiation of uncertainty when teachers themselves undertake such negotiation. That is, instructors do well to consciously inhabit and emotionally integrate their own contradictory desires for reading-the desire for institutional viability associated with instrumental reading, on the one hand, and the desire for the leisured thought of real reading, on the other."

Changes related to globalization have resulted in the growing separation of individuals in late modern societies from traditional bases of social solidarity such as parties, churches, and other mass organizations. One sign of this growing individualization is the organization of individual action in terms of meanings assigned to lifestyle elements resulting in the personalization of issues such as climate change, labour standards, and the quality of food supplies. Such developments bring individuals' own narratives to the fore in the mobilization process, often requiring organizations to be more flexible in their definitions of issues. This personalization of political action presents organizations with a set of fundamental challenges involving potential trade-offs between flexibility and effectiveness. This paper analyses how different protest networks used digital media to engage individuals in mobilizations targeting the 2009 G20 London Summit during the global financial crisis. The authors examine how these different communication processes affected the political capacity of the respective organizations and networked coalitions. In particular, the authors explore whether the coalition offering looser affiliation options for individuals displays any notable loss of public engagement, policy focus (including mass media impact), or solidarity network coherence. This paper also examines whether the coalition offering more rigid collective action framing and fewer personalized social media affordances displays any evident gain in the same dimensions of mobilization capacity. In this case, the evidence suggests that the more personalized collective action process maintains high levels of engagement, agenda focus, and network strength.

"This essay offers an introduction to the 'decolonial option'. The author begins by setting his project apart from its European contemporaries such as biopolitics and by tracing the historical origins of his project to the Bandung Conference of 1955 that asserted decolonization as the 'third way', beyond Soviet communism and liberal capitalism. Decoloniality needs to emphasize itself once again as a 'third way'. This time it has to break the tandem formed by 'rewesternization' (championed by Obama's administration and the EU) and 'dewesternization' (represented by so-called emergent countries). The decolonial option embraces epistemic disobedience and border thinking in order to question the behaviour of world powers. Ultimately what is at stake is advancing what the author calls global political society."

"This paper examines the ways in which world Englishes studies are developing into a distinct academic discipline, and discusses the consequences of this regimentation of knowledge for teaching and research. By first outlining the various ways in which bodies of knowledge are organized into discrete disciplines, and then surveying the history and current status of world Englishes studies according to these classificatory processes, the paper presents a metadisciplinary inquiry into prevailing approaches to the study of English in the world today. It is hoped that reflexive investigation of this type can contribute to research and education in this area by making explicit the organizational framework - in terms both of the politics and epistemology - which structures present-day investigations into the worldwide use of the English language."

"ABSTRACT: Over the last three decades scholars promoting the world Englishes paradigm (WE) have worked towards establishing a more positive attitude towards international varieties of English. However, despite the best intentions of Western linguists working in this field, there is an obvious imbalance between the developed and developing world in many contexts of English language education. Educators and teachers in many Outer Circle and Expanding Circle contexts face difficulties in terms of conditions, facilities, and resources very different from those of Western institutions. Academics in developing societies have parallel difficulties in publishing research, both in journals and in books with international publishers, while local options for publishing are often restricted. This paper suggests a number of ways in which linguists and other scholars might begin to engage with a range of issues related to 'developmental world Englishes'"

"This paper considers the intersection of Aboriginal traditions surrounding photography and the use of new technologies as both a research tool and a community resource. Over recent decades Australian cultural institutions have radically altered their management of photographic archives in response to changing political and intellectual circumstances - especially Indigenous advocacy. A sense of moral obligation has become the arbiter of new cultural protocols that have moved far beyond legal provisions for protecting intellectual property. Experiments with new digital tools attempt to understand and balance the role of photographs of Aboriginal people within Indigenous and Western knowledge systems. However, cultural protocols rely significantly upon representations of "remote" Aboriginal communities in northern Australia that emphasize difference and reify practices that may in fact be fluid, and overlap with Western values. In the aftermath of colonialism, photographs are important to Aboriginal communities, especially in southern Australia, not merely as an extension of tradition, but also in the context of colonial dispossession and loss. As a form of Indigenous memory the photographic archive may address the exclusions and dislocations of the recent past, recovering missing relatives and stories, and revealing a history of photographic engagement between colonial photographers and Indigenous subjects."

"The history and evolution of English in all its diversity is the subject of David Crystal's edifying new book, Evolving English: One Language, Many Voices, published by the British Library in conjunction with its acclaimed exhibition of the same name. Crystal is a highly regarded author of over a 100 books and is no stranger to anyone keenly interested in language, linguistics, and the history of English. Combining a hobbyist's enthusiasm with an academic's erudition, he has a knack for writing in a down-to-earth style that appeals to a wide audience regardless of how familiar they are with the subject matter."

This essay focuses on television censorship during the last military regime in Brazil (1964-1985) by examining the performance of television censors employed by the Public Entertainment Censor Department (Diviso de Censura e Diverses Pblicas, DCDP). It challenges common perceptions about small-screen censorship during this period, pointing to the need to analyse the boundaries and the spaces of autonomy in each television genre. It focuses on the multiple tensions and struggles between the written procedures and codes, the censors' subjective interpretation of television texts and the negotiation process of the broadcast contents between censors and television producers. The recent opening of the Censor Division Archives (DCDP) and the deluge of biographies, autobiographies and testimonials of key television figures during the authoritarian regime, have opened up new perspectives to examine Brazilian TV history and the place television censors had within it. Annotated and censored scripts of telenovelas and comedy series, correspondence exchanged between the executives of Globo Television Network, the hegemonic TV station in Brazil at the time, and the regime's authorities, printed press reports, as well as audiovisual content that is now available to researchers, constitute some of the sources analysed in this article.

This article introduces a forum of response articles to the edited volume Masculinities in Text and Teaching. The forum features two scholars of English in a transatlantic conversation and then a response by the editor of the volume. The forum develops, from the edited collection, the theme of pedagogical uncertainty in studies of masculinity and the ways those conversations can be used to help students develop their own humanistic ethics in the classroom. Employing two styles of doing work on teaching from the perspective of textual scholars, the author of one article reads her own experience and classroom moments to build an argument about the high stakes of doing work around gender for students and the profession. The other author reads from both classroom experience and from a text she teaches to open up new pedagogical possibilities. These techniques are echoed in the collected volume. A key argument throughout is that classroom struggles around texts and identities - which often provoke feelings of vulnerability and uncertainty for both teachers and students - can be deployed in conversations that enable students to learn about both the humanities subject and themselves.

This paper examines the contribution of human rights education (HRE) to conflict prevention and to the promotion of security. It outlines the difficulties in evaluating the long-term impact of HRE, but then proposes five benefits of a rights-based approach to education - rights as secular, man-made, requiring transparency, enabling freedom from degrading treatment and implying reciprocity. The paper goes on to describe the work of UNICEF UK's Rights Respecting Schools before acknowledging the political and contested nature of HRE, in terms of competing rights. Future work should include research on the impact of and countering myths about rights.

This article focuses on the emergence of what I shall refer to as "global ill-literacies," that is, the hybrid, transcultural linguistic and literacy practices of Hip Hop 1 youth in local and global contexts ( Alim, 2006; Alim, Ibrahim, & Pennycook, 2009; Androutsopoulos, 2003; Ibrahim, in press; Pennycook, 2007), as well as the pedagogical possibilities that scholars open up as they engage these forms ( Desai, 2010; Fisher, 2007; Hill, 2009; Kinloch, 2009; Low, 2011; Morrell & Duncan-Andrade, 2004).

Educational diversity does not only imply that education needs to take account of the diversity present in educational settings but that diversity should develop from the educational processes themselves. In this focus issue of Intercultural Education, diversity is perceived as something that education should not only take into consideration - as a given - but also something much more active: to implement and reconstruct diversity as such."

Traditionally, educational researchers and practitioners have focused on the development of youths' critical understanding of new media as one key aspect of digital literacy ( Buckingham, 2003; Gilster, 1997). Today, youth not only consume media when browsing the Internet and sharing information on social networking sites, but they also produce content when contributing to blogs, designing animations, graphics, and video productions ( Ito et al., 2009).

These texts by Margaret Dickinson consist of a short article written in 1979 for the journal of the UK film trade union, the ACTT, and explanatory notes written in 2010. While the main article is about the author's experiences of teaching film editing to absolute beginners in newly independent Mozambique, the notes provide background information about both Mozambique and ACTT. In the early 1970s elements within the ACTT proposed nationalisation as a solution to problems of the British film industry; the union commissioned a detailed report, which was hotly debated but then shelved. In Mozambique after independence in 1975 the government decided to develop cinema on the basis of partial nationalisation and established a national film institute, the Instituto Nacional de Cinema (INC), for the purpose. There was also a personal connection between ACTT and Mozambican cinema through the film-maker and radical thinker, Simon Hartog, who wrote the ACTT report and was subsequently employed in Mozambique to work for the INC there.

This article emerges from a long-term project investigating the BBC initiative 'Blast' - an on- and offline creative resource for teenagers. Designed to 'inspire and equip' young people to be creative, the research interrogates the assumptions behind such a resource, particularly in terms of the so-called 'digital native', and tests such assumptions against the populations actually using and engaging with it. It finds that the conception of a 'digital native' - a technologically enthusiastic, if not technologically literate - teenage population, which is operationalized through the workshop structure of BBC Blast, rarely filters down to the teenagers themselves. Teenage delegates to the Blast workshops rarely validate interest based on technological facilities, enthusiasm or competency. Instead, it is peer groups and social alignments which shape declarations and, more importantly, enactments of interest

Journalism educators in Europe are gradually implementing training aimed at breaching borders between national newsroom cultures. At the same time, a "European" journalism culture has yet to materialize on a significant scale in the continent's newsrooms. This article examines this disconnect via a case study of a new transnational journalism education program. Graduates of the Master's in French-German journalism program face challenges in locating jobs that utilize their abilities, in large part because the media world still seems locked into national ways of thinking about journalism. As a result, these future journalists often find themselves in a sort of limbo, armed with a cutting-edge preparation but stymied by a profession still waiting to advance to a pan-European mindset.

Despite the crucial role of schools and universities in shaping the worldviews of their students, education has been a marginal topic in international relations. In a plea for more engagement with the power and effects of education, this paper analyzes the interplay of discipline and knowledge in the formation of geopolitical subjects. To this end, it employs material from ethnographic research at the Moscow State Institute of International Relations, the premier university for educating future Russian elites in the field of international relations. The paper draws on Foucault to chart the ensemble of disciplinary practices producing "docile bodies" and objective knowledge and traces how these practices are bound up with the geopolitical discourse of Russia as a great power: while they fashion the great power discourse with objectivity, disruptions in the discourse also disrupt disciplinary practices.

This article reports an investigation of second language (L2) students' class participation in English-language university courses in two different modes: face-to-face off-line and asynchronous online. The study addressed (1) what characteristics of academic online discourse were created in graduate courses; (2) how students reported their construction of online discourse and what problems they faced; and (3) what participant roles L2 students exhibited in their academic online discourse. The findings reveal larger differences between the two courses than those between L1 and L2 status. The two courses appeared to be equally successful in generating a high level of academic discourse, but they differed substantially in terms of language registration, attitudes, exercise of agency, and the range of participant roles.