Paulo Freire and Multilingual Education

Foreword: "The People" Lost in Translation

Samuel Rocha






From Angicos to the World: Paulo Freire and the Task of Emancipatory Multilingual Education
Sandro R. Barros and Luciana C. de Oliveira

Part I: Theoretical and Methodological Approaches




Critical Biliteracies: The Mutually Reinforcing Endeavors of Freirean Criticality and Bilingualism
Chris K. Chang-Bacon and Soria E. Colomer




The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies
Brandon J. Sherman and Annela Teemant




Transforming Privilege: The Four R's of Pedagogical Possibilities

Adam Howard, Patrick Dickert, Wallace Tucker, and Sam Jefferson



Reading the World and Conscientizacao: Teaching about Multilingualism for Social Justice for Multilingual Learners
Heather Linville

Part II: Empirical Analyses




Involvement and Authenticity: Transforming Literacy Curricula for Marshallese Students through Community-Based Writing Projects


Anny Fritzen Case, Marcy Ray Dodd, and Gina Mikel Petrie




Learning English as an Additional Language from Children's Points of View in a Public School in Brazil: A Freirean Perspective
Andrea da Silva Marques Ribeiro and Jessica F. Cruz




Critical Educulturalism in the Borderlands: Exploring Social Positionality and the Dialogic Processes of Culture Circles


Kelly Metz-Matthews and Michele McConnell




Kindergarteners as Co-constructors of an Equitable Learning Community in a Dual-Language Class: A Freirean Analysis
Tatiana M. Cevallos and Rosa M. Floyd




(Re)Turning to Freirean-Philosophy in Preparing Content Teachers to Work with Multilingual Students
Kara Mitchell Viesca, Peiwen Wang, Brandon Heinz, and Alexa Yunes




Digital Storytelling as a Freirean-Based Pedagogy with Refugee-Background Youth
Carrie Symons and Kasun Gajasinghe




Ignoramuses and Sages: Using Freirean Concepts to Co-construct Socially Just Initial Teacher Education Practices


Gabriel Diaz Maggioli




Planting Seeds: Pre-Service Teachers Explore the Legacies of Projeto Axe and Projeto Semear
Amanda Montes and Miguel Fernandez Alvarez




Rereading Learning, Schooling, and Race: Reflecting on Dialogical Language Teacher Preparation Through Participatory Action Research
Amanda J. Swearingen, Catherine McCarthy, Autumn E. Sanders, and Taylor M. Drinkman




Problematizacao and Poesis: Making Problems with Freire and Someone Else's Syllabus
Cori McKenzie




Bridging Multimodality and Criticality to Language Education with a Twist from the Global South: Multimodal Critical Consciousness as Multimodal Conscientizacao

Raul Alberto Mora, Andres Tobon-Gallego, Maria Camila Mejia-Velez, and Elizabeth (Effy) Agudelo

Afterword by Valdir Borges

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• A educação multicultural
• Bilinguismo e multilinguismo
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Paulo Freire;Global South;Pedagogy of the Oppressed;Brazilian education;otherness;marginalized students;multilingual students;bilingualism;ESL;EFL;social justice;literacy;linguistic repertoires;multimodality;Freire's Work;Pre-service Teachers;Freire's Ideas;Critical Language Pedagogies;Multilingual Education;Face To Face;Education System;Critical Consciousness;Emergent Bilinguals;Epistemological Curiosity;Initial Teacher Education Practices;Culture Circles;Freirean Pedagogy;MLs;Essential Question;Freire's Theories;English Language Learners;Freirean Philosophy;Par Project;Diaz Maggioli;Disengaged;Freire's Culture Circles;Multilingual Classrooms