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Zusatztext This soaring vision of literacy education is a sober reminder of the destructive effects of coloniality! inequality! and oppressive relations of power. Alongside reclaiming the languages and multi-semiotic literacies of original peoples! it also stresses access to dominant literacies and technologies such that communities can harness them for their own purposes. Informationen zum Autor Yolanda Gayol Ramírez is a Fellow at Fielding Graduate University, Santa Barbara, USA, and Distinguished Visiting Professor at the Universidad de Guadalajara, Mexico. Patricia Rosas Chávez is Professor and Director of Innovation and Undergraduate Studies at the Universidad de Guadalajara, Mexico. Peter Smagorinsky is Distinguished Research Professor Emeritus at the University of Georgia, USA, and serves as Distinguished Visiting Scholar at the University of Guadalajara, Mexico. He has won a number of internationally recognised awards, including, the National Council of Teachers of English Distinguished Service Award in 2017, the International Federation for the Teaching of English Award in 2018, Distinguished Scholar at the National Conference on Research in Language and Literacy in 2018 and the Horace Mann League Outstanding Public Educator Award in 2020.Explores a literacy education master’s degree program and provides a process model for developing an organic program designed to address needs in a national context. Zusammenfassung Shortlisted for the UK Literacy Association's Academic Book Award 2021 This volume explores the literacy education master’s degree program developed at Universidad de Guadalajara in Jalisco, Mexico, with the aim of addressing the nation’s emerging social, economic, technological, and political needs. Developing the program required taking into account the cultural diversity, historical economic disparities, indigenous and colonial cultures, and power inequities of the Mexican nation. These conditions have produced economic structures that maintain the status quo that concentrates wealth and opportunity in the hands of the very few, creating challenges for the education and economic life for the majority of the population. The program advocates providing tools for youth to critique and change their surroundings, while also learning the codes of power that provide them a repertoire of navigational means for producing satisfying lives.Rather than arguing that the program can be replicated or taken to scale in different contexts, the editors focus on how their process of looking inward to consider Mexican cultures enabled them to develop an appropriate educational program to address Mexico’s historically low literacy rates. They show that if all teaching and learning is context-dependent, then focusing on the process of program development, rather than on the outcomes that may or may not be easily applied to other settings, is appropriate for global educators seeking to provide literacy teacher education grounded in national concerns and challenges. The volume provides a process model for developing an organic program designed to address needs in a national context, especially one grounded in both colonial and heritage cultures and one in which literacy is understood as a tool for social critique, redress, advancement, and equity. Inhaltsverzeichnis Introduction: Reinventing Teacher Education for the Mexican Context, Peter Smagorinsky (University of Georgia, USA) Part I: The Historical Context of the Initiative 1. Literacy to Soar: The Dream of a New Mexico, Patricia Rosas Chávez (Universidad de Guadalajara, Mexico) 2. Innovation from the Bottom Up: From Street Reading to a Graduate Degree Program in Literacy Studies, Yolanda Gayol Ramírez (Universidad de Guadalajara, Mexico) 3. Mexico: Reading Our Times, Patricia Rosas Chávez & Yolanda Gayol Ramírez (Universidad de Guadalajar...
