Description: Breaking new intellectual and theoretical ground, leading literacy scholars to re-examine how educational and sociocultural contexts frame and define literacy events and practices. Drawing from Brian V. Street's work, this volume offers insights into fractures, tensions, and developments in literacy for scholars, students, and researchers.
Review Quotes:
"This book will be a timeless classic in which Brian Street's awe-inspiring legacy on literacy studies permeates every chapter. It gives fresh evidence that dynamically illustrates the ideological nature of literacy and its political and social construction. This is needed now more than ever before."
--Kathy A. Mills, Australia Catholic University, Australia
"Retheorizing Literacy Practices is a wonderful tribute to Brian Street that shows the deep and continuing impact of his ground-breaking critical theorization of literacies as practiced, multiple, and always ideological.This rich volume of research by luminaries and rising stars in literacy studies is a dazzling constellation of literacy research around the world and across the lifespan. Literacy researchers and scholars will appreciate this expanded set of critical lenses that carries on Brian Street's legacy of exposing power in everyday languages and literacies, whether digital literacies on Twitter and Instagram, religious literacies in an urban Brazilian childcare center, Quechuan literacies in Peruvian teacher education, or academic literacies in an English primary school, a philosophy class, or a family car ride."
--Karen Wohlwend, Indiana University, USA
"It is difficult to imagine the world of literacy scholarship without Brian Street's legacy. Thankfully, this book is the perfect tribute. It engages, challenges, and propels--picking up where Brian's work left off. The chapters are inviting and inspiring as they press us to explore and consider new possibilities for making sense of literacies. Each chapter captures the momentum and energy that Street brought to his work and to our field."
--Catherine Compton-Lilly, University of South Carolina, USA