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ERIC Number: EJ1158439
Record Type: Journal
Publication Date: 2017-Nov
Pages: 20
Abstractor: As Provided
ISSN: ISSN-2381-3369
Literacy Geography and Pedagogy: Imagining Translocal Research Alliances for Educational Justice
Comber, Barbara
Literacy Research: Theory, Method, and Practice, v66 n1 p53-72 Nov 2017
This article explores the possible relationships between geography, literacy, pedagogy, and poverty. It characterizes poverty as a wicked problem, which sees economic inequality escalating in a number of neoliberal democracies. Key insights from theorists of economic inequality are summarized. The enduring nature of poverty in particular places is noted, and the associated risks of "fickle literacies" are considered. A case study of one child growing up and attending school in a location with intergenerational unemployment is discussed as an example of the risks associated with literacy policy and pedagogy in an era of global educational reform. Drawing on the work of Foucault and Massey, it is argued that despite the discourses of standardization, teachers can continue to educate culturally diverse young people in ways that help them to negotiate and imagine positive and productive ways of learning together. The possibilities for working against deficit views of people in poverty are explored through three classroom examples of place-conscious pedagogies which position young people as critically literate cosmopolitan citizens. The article concludes by advocating the need for translocal research alliances to work explicitly for social justice through place-conscious pedagogies and critical literacy education.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A