Volume 10, Number 2
July 2011
Editorial
Editorial: Culturally responsive research and pedagogy
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Alex Kostogriz
Deakin University, Australia
Brenton Doecke
Deakin University, Australia
Terry Locke
University of Waikato, New Zealand
pp. 1-6
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Topical Articles
An agenda to strengthen culturally responsive pedagogy
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Christine Sleeter
California State University, Monterey Bay
pp. 7-23
Interrogating the ethics of literacy intervention in Indigenous schools
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Alex Kostogriz
Deakin University, Australia
pp. 24-38
District Nine and constructions of the other: Implications for heterogeneous classrooms
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Hilary Janks
University of Witswatersrand, South Africa
Roseline Adegoke
University of the Witwatersrand
pp. 39-48
Using narrative to examine positionality: Powerful pedagogy in English education
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Suzanne D Knight
The University of Michigan-Flint
pp. 49-64
Drawing on intertextuality in culturally diverse classrooms: Implications for transfer of literacy knowledge
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Rebecca Jesson
Faculty of Education, University of Auckland
Stuart McNaughton
Faculty of Education, University of Auckland
Judy M Parr
Faculty of Education, University of Auckland
pp. 65-77
Can neuroscience construct a literate gendered culture?
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David Whitehead
School of Education, University of Waikato
pp. 78-87
Articles in Dialogue
Exploring students' perceptions of integrating Wiki technology and peer feedback into English writing courses
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Wen-Chuan Lin
Wenzao Ursuline College of Languages, Taiwan
Shu Ching Yang
Graduate Institute of Education, National Sun Yat-sen University
pp. 88-103
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English Teaching: Practice and Critique is indexed and abstracted by Thomson Reuters in the following: Social Sciences Citation Index, the Arts and Humanities Citation Index, Social Scisearch and Journal Citation Reports/Social Sciences Edition. Indexing is from May, 2007 (Volume 6, Number 1).
