Despite ongoing concern about the underachievement of low-income and culturally and linguistically diverse (CLD) students, there has been little focus on the kinds of pedagogy required to reverse this underachievement. Pedagogical approaches have been increasingly transmission-oriented, focusing on preparing students for high-stakes testing. Such approaches ignore the socioeconomic and sociopolitical roots of underachievement as well as research highlighting literacy engagement as a strong predictor of literacy achievement. The Transformative Multiliteracies Pedagogy frameworks presented here locate CLD students' underachievement within societal power relations and highlight the negotiation of identity between teachers and students as a central means of creating contexts of empowerment. Heuristic tools educators can use to critically assess their own practice and to articulate potentially productive pedagogical directions are discussed.
Skip Nav Destination
Article navigation
1 March 2009
Research Article|
September 23 2010
Transformative Multiliteracies Pedagogy: School-based Strategies for Closing the Achievement Gap
Jim Cummins
Jim Cummins
1
The University of Toronto
Search for other works by this author on:
Multiple Voices for Ethnically Diverse Exceptional Learners (2009) 11 (2): 38–56.
Citation
Jim Cummins; Transformative Multiliteracies Pedagogy: School-based Strategies for Closing the Achievement Gap. Multiple Voices for Ethnically Diverse Exceptional Learners 1 March 2009; 11 (2): 38–56. doi: https://doi.org/10.56829/muvo.11.2.2420352213232u47
Download citation file:
Sign in
Don't already have an account? Register
Client Account
You could not be signed in. Please check your email address / username and password and try again.
Could not validate captcha. Please try again.
Sign in via your Institution
Sign in via your InstitutionCiting articles via
In Service of Equity? Exploring Universal Design for Learning's Transformative Potential
BRYAN MASCIO, BETH FORNAUF, JENNA W. GRAVEL, T. NICOLE TUCKER-SMITH
Does It Always Need to Be Such a Fight? A Conversation Rooted in the Why of Universal Design for Learning
LELIA TWOBEARS, JESSICA O'REILLY
Colonization, Liberation, and Universal Design for Learning: Interview with Natalie Thoreson
NATALIE THORESON, ELENA BOTKIN-LEVY