Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/144
Title: 
Chinatown: globalization, hybridity and literacy education
Authors: 
Issue Date: 
2005
Citation: 
Proceedings of the Redesigning pedagogy: research, policy, practice conference, Singapore, May - June 2005.
Abstract: 
In this paper, we examine some of the data from a 3-year study with students at a small, public middle school in New York City’s Chinatown. As part of a larger study of multiliteracies in a transdisciplinary
curriculum (Albright, Purohit, & Walsh, under review), we undertook a project with 60 students to identify literacy practices in their lives—in and out of school. As the project progressed, we used data collected with students to decide on the next steps.
URI: 
Appears in Collections:CRPP - Conference Papers

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