English Teaching: Practice and Critique
Volume 10, Number 2 (July 2011): Focus: Special Issue: Culturally Responsive Research and Pedagogy
Co-editors: Terry Locke (University of Waikato, New Zealand) and Brenton Doecke (Deakin University, Australia) and Alex Kostogriz (Deakin University, Australia)
Rationale:
This special issue of English Teaching: Practice and Critique drew its inspiration from a symposium on Culturally Responsive Research and Pedagogy that took place at the University of Waikato in November, 2010.
In calling for submissions, the editors encouraged potential contributors (not restricted to symposium attendees) to address issues of culturally responsive research and pedagogy that go beyond what happens in or impacts on what happens in English/literacy classrooms. Contributors to this issue represent a range of settings: South Africa, the US, Australia and New Zealand with a wide range of focii, from questions of policy and politics (the macro picture) to what happens in the classroom in relation to, for example, writing pedagogies.
In calling for submissions, the editors encouraged potential contributors (not restricted to symposium attendees) to address issues of culturally responsive research and pedagogy that go beyond what happens in or impacts on what happens in English/literacy classrooms. Contributors to this issue represent a range of settings: South Africa, the US, Australia and New Zealand with a wide range of focii, from questions of policy and politics (the macro picture) to what happens in the classroom in relation to, for example, writing pedagogies.
The Editorial Board expresses its gratitude to the the guest editors of this issue and also to the following (some are members of the Review Board) who have helped with the review process: Jo O'Mara (Deakin University); Russell Cross (University of Melbourne).