Literacies Made in Brazil: Global and Subaltern Cosmopolitan Literacies

Critical Perspectives on Global
Literacies
This book offers critical perspectives on global literacies, connecting

research, theory, and practice. An emerging concept in the literacy
field, many scholars agree on the need for students to develop global
literacies, yet few agree on a widely accepted definition. Based on a
synthesis of the literature, the editors formulate a definition of global
literacies with four dimensions, including: literacy as a human right in all
nations around the world; critical reading and creation of multimodal
texts about global issues; intercultural communication and reciprocal
collaboration with globally diverse others; and transformative action
for social and environmental justice that traverses borders. Taking this
shared, proposed definition as a starting point, the chapters then offer
contextualized examples of global literacies from K–12 and teacher
education classrooms to make explicit links between research and practice.
The contributors interact with and interrogate the book’s definition of
global literacies using a common framework of critical theory. As such,
this book provides both emerging and established scholars with critical
frameworks for positioning global literacies in ways that are relevant,
dynamic, and forward-thinking.
Shea N. Kerkhoff is Assistant Professor of Literacy and Secondary

Education at the University of Missouri–St. Louis, United States.
Hiller A. Spires is Executive Director and Professor Emerita at North

Carolina State University, United States.
Routledge Research in Literacy Education
This series provides cutting-edge research relating to the teaching and

learning of literacy. Volumes provide coverage of a broad range of topics,
theories, and issues from around the world, and contribute to develop-
ments in the field.
Recent titles in the series include:
Argument Writing as a Supplemental Literacy Intervention

for At-Risk Youth
Using Design Based Research to Develop a Knowledge
Building Literacy Course
Margaret Sheehy and Donna M. Scanlon
Boys, Early Literacy and Children’s Rights in a Postcolonial

Context
A Case Study from Malta
Charmaine Bonello
Digital Literacies and Interactive Media

A Framework for Multimodal Analysis
Earl Aguilera
Towards a New Pedagogy for Teaching Foreign Language

Politeness
Halliday’s Model and Approaches to Politeness
Gerrard Mugford
Critical Perspectives on Global Literacies

Bridging Research and Practice
Edited by Shea N. Kerkhoff and Hiller A. Spires
For a complete list of titles in this series, please visit www.routledge.com/

Routledge-Research-in-Literacy-Education/book-series/RRLIT.
Critical Perspectives
on Global Literacies
Bridging Research
and Practice
Edited by Shea N. Kerkhoff

and Hiller A. Spires
First published 2023
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Library of Congress Cataloging-in-Publication Data
Names: Kerkhoff, Shea N., editor. | Spires, Hiller, 1956– editor.
Title: Critical perspectives on global literacies : bridging research
and practice / edited by Shea N. Kerkhoff and Hiller A. Spires.
Description: First edition. | New York : Routledge, 2023. |
Series: Routledge research in literacy education | Includes
bibliographical references and index.
Identifiers: LCCN 2022056427 (print) | LCCN 2022056428
(ebook) | ISBN 9781032335483 (hardback) | ISBN
9781032335520 (paperback) | ISBN 9781003320142 (ebook)
Subjects: LCSH: Literacy. | Multicultural education. |
Intercultural communication.
Classification: LCC LC149 .C738 2023 (print) | LCC LC149
(ebook) | DDC 370.117—dc23/eng/20230203
LC record available at https://lccn.loc.gov/2022056427
LC ebook record available at https://lccn.loc.gov/2022056428
ISBN: 978-1-032-33548-3 (hbk)
ISBN: 978-1-032-33552-0 (pbk)
ISBN: 978-1-003-32014-2 (ebk)
DOI: 10.4324/9781003320142
Typeset in Sabon
by Apex CoVantage, LLC
We dedicate this book to educators across the globe
who choose to live with possibility, to lift up students
to be change-makers, and to act for a more inclusive
and just world.
Contents
List of Figures x
List of Tables xi
List of Contributors xii
Foreword xvi
BOGUM YOON
Acknowledgements xviii
Introduction: Towards an Overarching Definition

of Global Literacies 1
SHEA N. KERKHOFF AND HILLER A. SPIRES
SECTION I
Literacies as a Human Right in all Nations Around
the World 9
1 Geopolitics of Knowledge in Multiliteracies Research 11

LINA TRIGOS-CARRILLO AND REBECCA ROGERS
2 Literacies Made in Brazil: Global and Subaltern

Cosmopolitan Literacies 44
MIRIAM JORGE AND DANIEL FERRAZ
3 Who Decides What Is Legitimate Literacy? Affirming

the Importance of African Languages in the Global
Literacies Field 60
ZALINE ROY-CAMPBELL
4 The Digital Literacy Divide Across the Rural Lifeworld:

From Remote Possibility to Global Connectivity 75
JACQUELINE YAHN
viii Contents
SECTION II
Critical Reading and Creation of Multimodal Texts
About Global Issues 89
5 Doing Justice to the Other: Developing Cosmopolitan

Dispositions Through Critical-Ethical Pedagogies
in Global Literacies Education 91
SUZANNE S. CHOO
6 Somali-Canadian, Muslim, Female YouTubers &

Teachers Make Videos as a Global Literacies Practice 106
DIANE WATT
7 Storying Climate Change: Discursive Possibilities

for Teaching Climate Justice Literacies 124
ALEXANDRA PANOS AND MICHAEL B. SHERRY
SECTION III
Intercultural Communication and Reciprocal
Collaboration with Globally Diverse Others 141
8 Critical Narratives on Intercultural Communication

in Global Literacies Education 143
KRISTINA COPELAS, EMILY SKAUG, AND LAURA BOYNTON
HAUERWAS
9 Reaching Beyond Personal Borders to Narrate

Cross-Cultural Connections 160
LENNY SÁNCHEZ, TAMI ENSOR, AND KATHERINE
ELIANA ROBERSON
10 Our Linguistic Landscape: Preparing Teachers

and Students to See, Hear, and Affirm Our
Communities 176
MARY E. CURRAN
11 Measuring the Teaching of Global Literacies 193

SHEA N. KERKHOFF
Contents ix
SECTION IV
Transformative Action for Social and Environmental
Justice that Traverses Borders 213
12 Rhetoric, Racial Positioning, and Resistance:

Asian Americans and the Need for Critical Global
Literacies Across Diaspora 215
BETINA HSIEH
13 Fostering Climate Crisis Global Literacies in

the Classroom 230
EMILY POLK, RICHARD BEACH, AND ALLEN WEBB
14 Community-based, Literacy Makerspaces:

Opportunities for Critical Global Literacies 247
LORI CZOP ASSAF
15 Project-Based Inquiry (PBI) Global: Border-Crossing

Discourse Within a Collaboration of Students from
China and the United States 262
HILLER A. SPIRES, ANDREA GAMBINO, MARIE HIMES,
AND LILI WANG
Index 280
Figures
1.1 NLG number of citations by author 22

1.2 Latin American multiliteracies citations by author 23
1.3 Comparison between Latin American scholars and
NLG citations 24
NLG total number of citations 25
NLG scholars citations by year 26
8.1 Critical intercultural communication learning
process model 155
9.1 Bryant and Ibraheim’s self-portraits and descriptions 166
9.2 Aniya’s kindness poem 169
9.3 Bryant and Haalima’s comfort items and descriptions 170
10.1 Unit summary for Our Language Communities 185
14.1 Photo of friend box 254
14.2 Photo of glass collector 256
15.1 Five phases of the Project-Based Inquiry (PBI) Global
process 263
Tables
1.1 Most cited multiliteracies scholars from NLG

and Latin America 18
1.2 List of journals that publish multiliteracies
scholarship by Latin American authors 27
2.1 Terminologies around “literacy”: tensions
and overlaps 50
11.1 Relating the definition of global literacies
to the three tools 195
11.2 InTASC standards and NAFSA’s global lens 198
Contributors
Lori Czop Assaf is Full Professor at Texas State University in the United
States. Her research is published in Journal of Literacy Research, Lan-
guage Arts, and Language, Culture and Curriculum. She is a Fulbright
Scholar and an Honorary Professor of International Studies. Her
research includes teacher education, writing instruction, and identity.
Richard Beach is Professor Emeritus of Literacy Education at the Univer-
sity of Minnesota. He is author or co-author/co-editor of 32 books.
He is a former President of the National Conference on Research in
Language and a former President of the Literacy Research Association.
Suzanne S. Choo is Associate Professor in the English Language and Lit-
erature Academic Group, National Institute of Education, Nanyang
Technological University, Singapore. Her research has been published
in Reading Research Quarterly, Research in the Teaching of English,
Harvard Educational Review, among others. Her website is https://
suzannechoo.com.
Kristina Copelas is an English as a Second Language Teacher at Peabody
Public Schools in Peabody, Massachusetts, United States.
Mary E. Curran is Professor of Practice in Language Education and Direc-
tor of Local-Global Partnerships at Rutgers, The State University of
New Jersey. Her scholarship focuses on community-engaged language
teacher education. She directs The Conversation Tree: Community-
Engaged Language Learning Partnerships and the Community-Engaged
Education in Yucatán Programs.
Tami Ensor is Assistant Professor in the Department of Education
at Westminster College in the United States. She teaches education
courses primarily focused on pedagogy that supports students to be
relevant in a 21st century classroom. Tami has over 30 years of class-
room experience having taught in multiple grade levels in addition to
serving as an administrator. Her goal is to bring out the best in pre-
service teachers by helping them discover unique and creative ways to
meet the demands of the constantly evolving world of education.
Contributors xiii
Daniel Ferraz is a faculty member in the Department of Modern Lan-
guages at the University of São Paulo, Brazil. He centers his teaching
and research on teacher education, language education, literacies, and
cultural studies. He is the coordinator of the Grupo de Estudos sobre
Educação Linguística em Línguas Estrangeiras (GEELLE).
Andrea Gambino is a PhD Candidate at the University of California, Los
Angeles, United States. Her research focuses on teachers’ practices of
critical media literacy as a tool to increase students’ agency and civic
actions for social and environmental justice.
Laura Boynton Hauerwas is an Elementary/Special Education professor
at Providence College in Rhode Island, United States. Her scholar-
ship and teaching focuses on language and literacy, particularly for
multilingual students and those with disabilities. Additionally, she is
involved in the development of international experiences (abroad and
virtual) for teachers.
Marie Himes is Director of the New Literacies Collaborative at North
Carolina State University’s Friday Institute for Educational Innova-
tion, United States. Himes’ research focuses on new literacies and
inquiry-based and global learning. She has been co-designing Project-
Based Inquiry (PBI) Global instructional materials and supporting its
implementation by educators since 2014.
Betina Hsieh is Associate Professor of Teacher Education at California
State University, Long Beach, United States. She is the former chair
of the AERA Research on the Education of Asian Pacific Americans
SIG and co-author of The Racialized Experiences of Asian American
Teachers with Dr. Jung Kim.
Miriam Jorge is the Dr. Allen B. & Mrs. Helen Shopmaker Endowed Pro-
fessor of Education and International Studies at the University of Mis-
souri–St. Louis, United States. She is associate editor of the Brazilian
Journal of Applied Linguistics. Her current research interests include
critical literacies, social justice education, the internationalization of
teacher education, and academic literacies for international students
and scholars.
Shea N. Kerkhoff is a faculty member at University of Missouri–St.
Louis, United States. Her research on critical, digital, and global lit-
eracies has been published in Reading Research Quarterly and Teach-
ing and Teacher Education. She serves as AACTE’s Internationalizing
Teacher Education Chair and Education Director for the nonprofit
Going Global.
Alexandra Panos is Assistant Professor of Literacy Studies and Affiliate
Faculty in Measurement and Research in the College of Education
xiv Contributors
at the University of South Florida. A former middle grades teacher,
abiding commitments to critical, spatial, and ecologically informed
literacies guide her focus on the ecojustice dimensions of scholarship,
teaching, and learning.
Emily Polk is Advanced Lecturer in the Program in Writing and Rheto-
ric at Stanford University, United States. Her courses focus on global
development, climate change, and environmental justice, and invite
students to interrogate the discourses (and assumptions) around the
approaches, methods, and ideologies regarding how and when social
change happens.
Katherine Eliana Roberson has 12 years of experience as a language edu-
cator across diverse educational settings between Colombia and the
United States. She is in her 2nd year of the PhD program in Language
and Literacy at the University of South Carolina. Her research inter-
ests are translanguaging, transliteracies, and equity pedagogy.
Rebecca Rogers is the E. Des Lee Endowed Professor of Tutorial Edu-
cation and Curators’ Distinguished Research Professor of Literacy
Studies at the University of Missouri–St. Louis, United States. She
is a Fulbright Fellow. Her research centers on clinically rich literacy
teacher education, anti-racist family engagement with schools, and
critical discourse studies.
Zaline Roy-Campbell is a faculty member at Syracuse University. She
taught at the University of Dar Salaam in Tanzania for six years where
she was engaged in research on language of instruction in Tanzania.
Her current research interests are in multicultural literacies, dual lan-
guage instruction, and translanguaging.
Lenny Sánchez is a faculty member in literacy and language education
at University of South Carolina in the United States where he is co-
Director of the Bilingualism Matters Center. His primary research
focuses on critical and cultural literacies. His work has been published
in Research in the Teaching of English, Journal of Literacy Research,
Teachers College Record, among other journal and book venues.
Michael B. Sherry is Associate Professor of English Education at US Uni-
versity of South Florida, and co-director of the Tampa Bay Area Writ-
ing Project. His research, teaching, and service focus on how discourse
can enable or inhibit teaching and learning opportunities, especially
teacher feedback on student talk and writing.
Emily Skaug is a first-grade teacher at an arts magnet school for Metro
Nashville, TN, United States.
Hiller A. Spires is Executive Director and Professor Emerita, North
Carolina State University, United States. With over 200 peer-reviewed
Contributors xv
publications, she conducts research on literacy, inquiry-based learn-
ing, and digital literacies. She edited Digital Transformation & Inno-
vation in Chinese Education and was lead author of Read, Write,
Inquire—Disciplinary Literacy in Grades 6–12.
Lina Trigos-Carrillo is a faculty member in the Department of Spanish
and Language at Universidad del Norte, in Barranquilla, Colombia.
Her research focuses on critical literacies, community literacies, peace
education, teacher development, multilingual education, and geopoli-
tics of knowledge in literacy research.
Lili Wang is a PhD candidate at North Carolina State University, United
States. Her research examines technology-integrated EFL instruc-
tion, media literacy, and project-based inquiry. She taught Business
English at Wenzhou University, China for ten years; now she is Profes-
sional Development Director at Guangdong Country Garden School
in Guangzhou, China.
Diane Watt is an adjunct professor at the University of Ottawa, Canada.
She teaches courses in literacies, digital technologies, global education,
and feminist perspectives. Her research on Muslim women’s identities
is published in Journal of Literacy and Technology, Media and Com-
munication, and Journal of Curriculum Theorizing.
Allen Webb is a professor of English at Western Michigan University,
United States. He is the author or co-author/co-editor of ten books
and 40 articles or book chapters. Webb has presented at over 100 con-
ferences, including several keynote addresses, maintains 10 websites,
and has won five grants totaling 1.5 million dollars.
Jacqueline Yahn is an assistant professor of teacher education at Ohio
University, United States. Yahn’s work examines: 1) the impact rural
industries have on school funding and community capitals; 2) societal
issues relevant to rural schools and communities; and 3) the theory
and practice of community- and career-connected learning.
Foreword
As a teacher educator in the field of literacy education whose research

focuses on critical global literacies (Yoon, 2016, 2018), I am excited
to see this new edited book, Critical Perspectives on Global Literacies:
Bridging Research and Practice. Global literacies are defined as culturally
and socially situated practices that aim to promote awareness about the
interconnected world and social action for the global community. This
definition is grounded in cosmopolitan perspectives, in which individuals
are considered part of the world community beyond local and national
identities.
The editors of this book, Shea N. Kerkhoff and Hiller A. Spires, took
on the important task of compiling chapters on global literacies and invit-
ing chapter authors who are both established and emerging scholars. The
link between research and practice makes this book unique for educators
who seek theoretical and practical ideas about global literacies. To show
the connection between research and practice, the editors introduce spe-
cific studies in global contexts with four broader dimensions: 1) literacies
as a human right in all nations around the world, 2) critical reading and
creation of multimodal texts about global issues, 3) intercultural commu-
nication and reciprocal collaboration with globally diverse others, and
4) transformative action for social and environmental justice that trav-
erses borders. This book will provide educators with an excellent aca-
demic resource by linking research to practice on global literacies.
Global literacies are often misconstrued as a practice that focuses on
factual knowledge about the world and separates students’ lives from
their local areas, and this book attempts to challenge this limited view.
In actuality, global literacies are much deeper, and they engage students
from their current location by utilizing their way of thinking about the
interconnected world to promote social responsibility within a global
community. Global literacies broaden the teaching of the world beyond
fact (e.g., the capital city of South Korea is Seoul) to encourage students
to recognize their place and identity within a global perspective. As edu-
cators we must ask ourselves, what does basic knowledge about the
world mean to students when it does not connect to their individual lives,
Foreword xvii
and what does knowledge about the world mean to learners when they
are not offered opportunities to critique global issues, such as racism, and
improve the world through their agency? Indeed, the practice of global
literacies needs to include a critical lens as a way to empower students.
This publication demonstrates the need and increasing interest in
global literacies by adding more diverse scholars and researchers to this
discussion. However, we have a long way to go to address how to imple-
ment global literacies. Despite the importance of global literacies, the
reality is that they have not been widely recognized and practiced in the
classroom. Since it is a fairly new concept, many educators might not
be well-prepared to develop students’ global literacies. My experience in
teacher education confirms this reality. As a starting point, we can pose
the following fundamental questions to engage teachers in the discussion
of global literacies: What are global literacies? Why global literacies with
a critical lens? How can teachers promote students’ global perspectives
through global literacies?
While we as teacher educators continue to develop theory and practice
on global literacies to support teachers’ learning, we also need to think
about the next step to move global literacies forward. I believe the absence
of an official curriculum on global literacies is problematic. While provid-
ing specific instructional frameworks to support teachers, we all need to
work together to make global literacies a legitimate part of our curricu-
lum. Although teachers have agency to create their own curriculum based
on students’ needs, an official curriculum on global literacies would allow
them to approach it with more autonomy and legitimacy.
Educators in this global era require more expanded roles to meet stu-
dents’ contemporary needs. The world of our children differs significantly
from previous times. Technology and human migration have propelled
globalization, and it shows no signs of slowing. Developing global per-
spectives through the practice of global literacies is a must and not an
option any longer. It is an educator’s role to help students participate in
this world as critically conscious and responsible members of the global
community. This book with devoted editors and chapter authors contrib-
utes to opening the possibilities for educators.
Bogum Yoon
Professor, Literacy Education
State University of New York at Binghamton
References
Yoon, B. (2016). Critical literacies: Global and multicultural perspectives.
Springer.
Yoon, B. (2018). Bringing critical global perspectives into the English curriculum.
English Journal, 108(1), 85–87.
Acknowledgements
Shea and Hiller would like to thank the contributors of the chapters who
have inspired us with their work. We appreciate the peer reviewers for
their feedback and the Routledge staff for their editorial support. We
would also like to thank Dr. Bogum Yoon for her thought-provoking
foreword.
Introduction
Towards an Overarching
Definition of Global Literacies
Shea N. Kerkhoff and Hiller A. Spires
Introduction
As a response to a continuously changing and connected world, this book
explores research, theory, and practice in the field of global literacies. Our
view of global literacies is grounded in the International Literacy Asso-
ciation’s (2021) definition of literacies as “the distinct written and oral
language practices evident across varying social circumstances, domains,
and classes.” These practices include reading, writing, and communicat-
ing using multiple modalities of texts. According to this definition, litera-
cies are social and therefore situated, relational, and cultural in nature.
In other words, literacies are situated in a particular time and occur in
a locality. Being globally literate includes awareness of historical and
political contexts and respect of cultural and linguistic diversity. Readers
and writers draw on social, historical, political, and cultural knowledge
to make meaning. Literacies are also relational, providing a means of
participation, interaction, and communication with others, and cultural
with culturally specific practices and norms. Literacies also hold potential
to be empowering, with power to change the world. Thus, for the pur-
poses of this book, our definition of global literacies is literacies needed
to learn and communicate in, about, with, and for an interconnected and
inclusive world.
Our definition of global literacies is conceptualized based on the the-
ories of cosmopolitanism, global meaning-making, new literacies, and
multiliteracies. We derive our definition by synthesizing current defini-
tions from literacy theorists, who define global literacy/ies in a variety
of ways, including with an emphasis on cosmopolitanism (Choo, 2018),
plural epistemologies and Indigenous ways of knowing (Tierney, 2018),
and criticality (Yoon, 2016). Dwyer (2016) adds literacy as a human
right to her conceptualization of global literacy. Addey (2018) offers a
unique perspective by critiquing those (e.g., UNESCO) who attempt to
define global literacy, claiming literacy should be localized and autono-
mous. We chose to use the term global literacies, in the plural form rather
than the customary global literacy, to acknowledge multiple modalities
DOI: 10.4324/9781003320142-1
2 Shea N. Kerkhoff and Hiller A. Spires
and manifestations (i.e., multiliteracies as conceptualized by New London
Group, 1996). In addition, the plural signifies the new constantly evolving
literacies (i.e., New Literacies as conceptualized by Leu et al., 2019) that
are required for participating in modern life. Global literacies in, about,
with, and for an interconnected and inclusive world include:
• Literacies as a human right in all nations around the world.

• Critical reading and creation of multimodal texts about global issues.
• Intercultural communication and reciprocal collaboration with glob-
ally diverse others.
• Transformative action for social and environmental justice that trav-
erses borders.
We apply our definition of global literacies by organizing the book

sections to align with the four parts of the definition. Chapters inter-
act, engage, and interrogate our definition of global literacies with
particular emphasis on connecting theory to practice using a shared
common framework of critical theory. According to Vasquez et al.
(2019), a critical perspective requires “an analysis of power” and
means “looking at an issue or topic in different ways, analyzing it,
and suggesting possibilities for change and improvement” (p. 300).
As such, global literacies from a critical perspective looks at local and
global issues, analyzing from multiple international perspectives, and
creating possibilities for change that are culturally and environmen-
tally sustainable.
The role of criticality as it relates to global literacies is prominently sit-
uated within each chapters’ content focus. Additionally, the book’s focus
on research and practice is threaded throughout the chapters.
It is often when moving from global literacies research to practice that
multiple tensions arise. These tensions manifest as dilemmas between
local and global, us and others, change and sustainability, and multiple
perspectives and shared humanity (Hansen, 2011; New London Group,
1996; Rizvi, 2008). In negotiating these tensions, we can embrace the
and. Our lived realities are always local and global in that what actions
we take locally have ripple effects globally and what happens globally
connects back to our local realities. As Henry Mellville gracefully put it,
“We cannot live only for ourselves. A thousand fibers connect us with our
fellow men; and among those fibers, as sympathetic threads, our actions
run as causes, and they come back to us as effects.” Likewise, while we
can consider ourselves as part of humankind, that is not without knowl-
edge of the many and beautiful differences among us. We celebrate our
connections not with an aim towards universalism at the same time that
we celebrate our diversity not with an aim towards othering, but rather
as rich points for relating across differences and learning from multiple
Introduction 3
perspectives. Literacies education can both be situated in local contexts
and with the touch of a button increase young people’s global connectiv-
ity. Embracing the and in literacies research and practice pushes us to
transcend borders.
Navigating cultural and political borders requires active and criti-
cal readers, imaginative and transformative writers, or what Tierney
(2018) labels global meaning-makers: “The term global meaning maker
is enlisted in hopes of replacing passive, receptive, asocial, acultural,
apolitical, restrictive, and repressive forms of reading [and writing] with
more active, collective, critical, cross-border, line stepping, interrogative,
widely intertextual, and adaptive engagements” (p. 399). This action-
oriented approach to literacy research provides an avenue to advance the
field; however, we caution that action not based in criticality potentially
can do more harm than good when engaging across power relationships
or cultural borders.
Each chapter addresses how teacher educators and K–12 teachers and
students practice global literacies to navigate tensions in order to engage
in transformative action rooted in critical theory within their particu-
lar sociocultural contexts. Chapters conceptualize how global literacies
play out differently across a variety of contexts and educational levels,
including in the Global South, North, East, and West. In addition to
highlighting particulars, the chapters also identify elements of global
literacies that cross borders. As Banks (2008) states, “Unity without
diversity results in hegemony and oppression; diversity without unity
leads to Balkanization” (p. 133). Productive tensions around unity and
diversity allow space for students to enact their cultural literacy prac-
tices as well as engage new literacy practices as they learn with globally
diverse others.
As we write this introduction, “we admit to our own critical illiteracy”
(Tierney et al., 2021, p. 305) in terms of our positionality. As white,
monolingual, cisgendered, heterosexual women based out of US universi-
ties, we recognize that our social, cultural, and political experiences influ-
ence our worldviews and decisions—including how we chose to define
global literacies in this book. We grappled with creating parameters
around the construct, deliberating that this type of codification could
lend itself to reductionism. Our intention was to create a broad enough
definition to encompass the multifaceted work on global literacies hap-
pening in the field. Simultaneously, creating too broad of a definition
could potentially limit discourse since we need shared understandings
in order to communicate and move ideas forward. With that in mind,
we invite our readers to interrogate our definition and the limits and
potential of global literacies for realizing justice worldwide. We hope the
definition is robust enough that it does not limit possibilities and can live
on through future reimaginings.
Overview of the Book
As a whole, the book provides critical perspectives on global literacies
and connects research and practice in ways that are relevant, dynamic,
and forward-thinking. To provide coherence and cohesion for the book,
each analytical chapter addresses the following four aims:
• Make explicit the link between research and practice in global

literacies.
• Contextualize diverse examples (across grade levels and countries) of
global literacies from a critical theoretical frame.
• Problematize the limits of global literacies to realize social justice
internationally.
• Move the field forward by offering future directions for global litera-
cies research and practice.
Global literacies is an emerging concept in the literacy field. Educational

leaders, professional organizations, and government agencies perceive an
urgent need in preparing children for a global future (AAC&U, 2019;
NAFSA, 2020; NEA, 2010; OECD and Asia Society, 2018; United
Nations Educational, Scientific and Cultural Organization [UNESCO],
2015; US Department of Education, 2017). Educators across grade levels
are wondering what global literacies means and how they are supposed
to teach it (Kerkhoff & Cloud, 2020; Rapoport, 2010). As Lankshear
and Knobel (2003) assert, our students need “new operational and cul-
tural knowledge in order to acquire a global perspective that provides
access to new forms of work, civic and private practices in their everyday
lives” (p. 11). This volume responds to Lankshear and Knoble’s call for
literacy research and practice that fosters global perspectives by provid-
ing chapters organized in four sections aligned to our definition of global
literacies.
Section I. Literacies as a Human Right in all Nations around

the World
Section I contains four chapters that redefine literacies as a human right
by dismantling the hierarchical relationship of language and power. This
section sets forth the human right of all people to have access to literacy
education in order to access and critique power. In Chapter 1, “Geopoli-
tics of Knowledge in Multiliteracies Research,” Lina Trigos-Carrillo and
Rebecca Rogers trace the flows of knowledge related to multiliteracies
and critique the geopolitics that privilege scholarship from the Global
North. Chapter 2, “Literacies Made in Brazil: Global and Subaltern Cos-
mopolitan Literacies,” by Miriam Jorge and Daniel Ferraz illustrates the
Introduction 5
relationship of language and power in the Brazilian linguistic landscape
and discusses access to power through legitimizing local literacies, while
Chapter 3, “Who Decides What Is Legitimate Literacy? Affirming the
Importance of African Languages in the Global Literacy Field,” by Zaline
Roy-Campbell extends the conversation to African contexts. Coloniza-
tion resulted in pillaging resources from the Global South; the effects of
which continue to leave the Global South under-resourced, impacting
access to digital technologies and their affordances.
Jaqueline Yahn discusses access to power through positioning digital
and multiple literacies as equally valid to print and problematizes the
inequity to access to the internet in Chapter 4, “The Digital Literacy
Divide Across the Rural Lifeworld: From Remote Possibility to Global
Connectivity.” The chapters address the tension between literacy educa-
tion that is both culturally sustaining and resistant to hegemony as well
as responsive to changing needs in the world. These chapters problema-
tize the effects of hegemony on contemporary global literacies and advo-
cate for equity in literacies research and practice.
Section II. Critical Reading and Creation of Multimodal Texts

about Global Issues
Section II critiques the status quo in literacy education and then provides
examples of teaching about the world in both K–12 and teacher edu-
cation contexts. The chapters advance knowledge of global issues and
development of global mindedness through reading, writing, and com-
municating using visual, aural, written, spatial, gestural, print, and digi-
tal modalities.
Suzanne S. Choo, in Chapter 5 titled “Doing Justice to the Other:
Developing Cosmopolitan Dispositions through Critical-Ethical Peda-
gogies in Global Literacies Education,” argues that a fundamental
aspect of global literacies is the cultivation of critical-ethical disposi-
tions and provides pedagogical examples of how this may be practiced
in global literacies education. In Chapter 6 “Somali Canadian, Muslim,
Female YouTubers and Teachers Make Videos as a Global Literacies
Practice,” Diane Watt explores a collaboration between YouTubers and
teachers that created educational spaces for equitable social relations
and expanded definitions of literacy in our digital, global world. Alex-
andra Panos and Michael B. Sherry share the impact of inviting learners
in the United States to create multimodal narratives to enhance their
understanding of their relationship to climate change in Chapter 7, titled
“Storying Climate Change: Discursive Possibilities for Teaching Climate
Justice Literacies.” Together, these chapters exemplify learning about
the world through literacies at different levels and contexts from a criti-
cal frame.
Section III. Intercultural Communication and Reciprocal
Collaboration with Globally Diverse Others
Section III focuses on global literacies in terms of intercultural
relationships—namely in transnationalism, transliteracies, and
translanguaging—and reciprocal collaboration with globally diverse oth-
ers. We agree with Said in his foundational book Orientalism (1979),
when he states that we must “be sensitive to what is involved in repre-
sentation, in studying the Other, in racial thinking, in unthinking and
uncritical acceptance of authority and authoritative ideas” (p. 327). Fol-
lowing this line of reasoning, the chapters in this section advocate for
learning that moves beyond learning about to learning with people who
are different, not from a dualistic “us and them” or as othering but rather
through consideration that across and within any group there are multiple
identities and perspectives that might be shared and might be disparate
that “allows for rich recontextualization about who we are, who we are
in relation to others, and how to share the world with others” (Hauerwas
et al., 2021, p. 186). Foundational to global literacies research and prac-
tice is authentic relationships with whom we partner.
In Chapter 8, “Critical Narratives on Intercultural Communication
in Global Literacies Education,” Kristina Copelas, Emily Skaug, and
Laura Boynton Hauerwas reflect on intercultural communication as
part of developing transnational identity. Chapter 9, “Reaching Beyond
Personal Borders to Narrate Cross-Cultural Connections” by Lenny
Sánchez, Tami Ensor, and Katherine Eliana Roberson, focuses on the role
of technology in increasing the possibilities for transliteracies with the
Syrian children who are refugees attending a school in Turkey. In Chap-
ter 10, “Our Linguistic Landscape: Preparing Teachers and Students to
See, Hear and Affirm Our Communities,” Mary E. Curran describes how
analyzing linguistic landscapes promotes critical multilingual awareness
to support teachers and students in dismantling dominant narratives and
enacting translanguaging practices. These chapters illustrate learning
and living in culturally diverse communities as spaces for further enrich-
ing literacy education and research from a critical lens. In Chapter 11,
“Measuring the Teaching of Global Literacies,” Shea N. Kerkhoff offers
an overview of three tools education agencies and teacher education pro-
grams can use to support and measure teaching global literacies as they
support students to engage in intercultural communication and recipro-
cal partnerships.
Section IV. Transformative Action for Social

and Environmental Justice that Traverses Borders
Section IV focuses on the potential of global literacies to create transfor-
mation from a critical lens across geographical, political, cultural, and
Introduction 7
linguistic borders. The chapters bridge research and practice on issues
of social and environmental justice, with an emphasis on transforma-
tive action (Morrell, 2008; Spires et al., 2021). Chapter 12, “Rhetoric,
Racial Positioning, and Resistance: Asian Americans and the Need for
Critical Global Literacies Across Diaspora” by Betina Hsieh, describes
the need for critical global literacies across the Asian diaspora in order
to take social action. Chapter 13, “Fostering Climate Crisis Global Lit-
eracies in the Classroom” by Emily Polk, Richard Beach, and Allen
Webb, starts with critical reading of texts on the global challenge of
climate change and then supports students in taking action to address
the issue so that students have a sense of agency around climate justice.
In Chapter 14, “Community-based, Literacy Makerspaces: Opportuni-
ties for Language Learning and Social Action,” Lori Czop Assaf exam-
ines a literacy maker-space in South Africa as a vehicle for identifying
community needs, imaginating solutions, and taking action for a better
future.
In Chapter 15, “Project-Based Inquiry (PBI) Global: Border-Crossing
Discourse Within a Collaboration of Students from China and the United
States,” Hiller A. Spires, Andrea Gambino, Marie Himes, and Lili Wang
offer an analysis of Project-Based Inquiry (PBI) Global as a signature
pedagogy for global literacies and provide an example of border-crossing
discourse in practice as students from China and the United States take
action to address enduring global challenges across time, space, and cul-
tures. The authors offer examples of how to apply critical pedagogies to
the PBI Global process. These chapters demonstrate how students par-
ticipate in critical inquiry to action projects in order to address real world
global issues, such as climate change, clean water and sanitation, and
public safety. Taken together, these chapters provide examples of action
from different geographical regions and different grade levels.
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Critical Perspectives on Global

This book offers critical perspectives on global literacies, connecting

Shea N. Kerkhoff is Assistant Professor of Literacy and Secondary

Hiller A. Spires is Executive Director and Professor Emerita at North

This series provides cutting-edge research relating to the teaching and

Argument Writing as a Supplemental Literacy Intervention

Boys, Early Literacy and Children’s Rights in a Postcolonial

Digital Literacies and Interactive Media

Towards a New Pedagogy for Teaching Foreign Language

Critical Perspectives on Global Literacies

For a complete list of titles in this series, please visit www.routledge.com/

Edited by Shea N. Kerkhoff

Introduction: Towards an Overarching Definition

1 Geopolitics of Knowledge in Multiliteracies Research 11

2 Literacies Made in Brazil: Global and Subaltern

3 Who Decides What Is Legitimate Literacy? Affirming

4 The Digital Literacy Divide Across the Rural Lifeworld:

5 Doing Justice to the Other: Developing Cosmopolitan

6 Somali-Canadian, Muslim, Female YouTubers &

7 Storying Climate Change: Discursive Possibilities

8 Critical Narratives on Intercultural Communication

9 Reaching Beyond Personal Borders to Narrate

10 Our Linguistic Landscape: Preparing Teachers

11 Measuring the Teaching of Global Literacies 193

12 Rhetoric, Racial Positioning, and Resistance:

13 Fostering Climate Crisis Global Literacies in

14 Community-based, Literacy Makerspaces:

15 Project-Based Inquiry (PBI) Global: Border-Crossing

1.1 NLG number of citations by author 22

1.1 Most cited multiliteracies scholars from NLG

As a teacher educator in the field of literacy education whose research

• Literacies as a human right in all nations around the world.

We apply our definition of global literacies by organizing the book

• Make explicit the link between research and practice in global

Global literacies is an emerging concept in the literacy field. Educational

Section I. Literacies as a Human Right in all Nations around

Section II. Critical Reading and Creation of Multimodal Texts

Section IV. Transformative Action for Social

Geopolitics of Knowledge in Multiliteracies Research

Literacies Made in Brazil

Who Decides What Is Legitimate Literacy? Affirming the Importance

The Digital Literacy Divide Across the Rural Lifeworld

Doing Justice to the Other

Somali-Canadian, Muslim, Female YouTubers & Teachers Make

Storying Climate Change

Critical Narratives on Intercultural Communication in Global Literacies

Reaching Beyond Personal Borders to NarrateCross-Cultural

Our Linguistic Landscape

Measuring the Teaching of Global Literacies

Rhetoric, Racial Positioning, and Resistance

Fostering Climate Crisis Global Literacies in the Classroom

Community-based, Literacy Makerspaces

Project-Based Inquiry (PBI) Global

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