Global Citizenship for Adult Education: Advancing Critical Literacies for Equity and Social Justice

Cover
Endorsement
Half Title
Title Page
Copyright Page
Table of Contents
Notes on Contributors
Foreword
Preface
Acknowledgments
Part I Introduction
	1 The Critical Literacies Advancement Model: Its History, Evolution, and  Future Potential
		The Genesis
		Structuring and Publishing the Model
		Refining the Model
		Future Prospects and Potential
		References
Part II Foundational Literacies
	2 Mother Tongue Literacy: A Glocal Perspective
		MT Literacy
		MT Literacy Vis-à-Vis Two Contemporary Hegemonies
		Empirical Evidence and Analysis
		Literacy and Critical Pedagogies
		Discussion and Conclusions
		References
	3 Adult Learners of Color as Aspiring Teachers: Developing Standard Literacy to Teach Standard Literacy
		Adult Learners Who Aspire to Teach
			Compelling Motivations
			Standard English Literacy
		Critical Bifocality
			Developing Standard English Literacy in a Neoliberal Context: A Macro-Level Analysis
			Developing Standard English Literacy in a Neoliberal Context: A Micro-Level Analysis
		Closing Thoughts
		References
	4 The Role of Science Literacy in Critical Multiliteracy  Advancement: Developing Competences for Fairer Knowledge Societies
		Science Literacy: Rationales and Definition
		Science Literacy: From Instrumental to Constitutive
		Science Literacy Education, Civic Engagement, and Social Awareness: Bridging Cultural Divides
		References
	5 Futures Literacy for Adult Learning: Hopeful Futures in Complex Worlds
		Relationships With the Future
		Anticipatory Futures and FALT
		Unfinishedness, Hope, and Orienting to the Future With FALT
		Hope’s Promise: Encouraging and Embracing Emergence
		Conclusions
		References
Practical Resources
	6 Setting Foundations for Critically Thinking Global Citizens: Developing Foundational Literacies
		Mindset List to Be (Estimated Time: 30–45 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		Unifying Future Work for Humanity (Estimated Time: 30–45 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		Science and Sitcoms (Estimated Time: 20–30 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		Testing Hypotheses (Estimated Time: 45 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		References
Part III Sociocultural Literacies
	7 Are We Multilingual Yet?: A 21st-Century Approach to Understanding Multilingual Literacy Skills
		Author’s Positionality
		Definitions
		Current Issues and Practices
		Importance of Multilingual Literacy
		Implications and Conclusion
		References
	8 Stories of Socialism From a capitalist Perspective: A North Korean Refugee’s Online Graphic Novel for Positive Social Change
		Historical Overview and Social Background
		Theoretical Framework
		Context and Data Analysis
		Findings
			Learning About Differences Through Curiosity and Humor
			Developing Context-Sensitive Knowledge and Empathy
			Inspiring Critical Thinking and Withholding Judgment
		Conclusion
		References
	9 US Higher-Education Institutions and Their Visions for Developing Globally Literate Students: Goals for Advancing Equity and Social Justice
		Background
		Global Literacy and Higher Education
		Challenges to Global Literacy
		Multicultural Education and Global Literacy
		Implications for Practice and Policy
		References
Practical Resources
	10 There’s No Society Without a Language and No Global Society Without Global Understanding: Developing Global Understanding Through Sociocultural Literacies
		Why Learn Languages? (Estimated Time: 30 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		Language, Identity, and Thought (Estimated Time: 45 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		Cultural Iceberg (Estimated Time: 30 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		Why Do We Need Intercultural Literacy? (Estimated Time: 30–45 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		References
Part IV Human and Social Justice Literacies
	11 Is Literacy a Multidimensional Concept?: Some Empirical Evidence
		Data: The Integrated Multimedia City Data (iMCD)
		Dimensions of Literacy: Measurement
			Mathematical Literacy
			Foreign Language Literacy
			Digital Literacy
			Financial Literacy
			Political Literacy
			Environmental Literacy
			Health Literacy
		Empirical Analysis
		Conclusion
		Acknowledgment
		References
	12 Gender Literacy: Becoming Illiterate to Become Literate
		Gender Literacy as a Critical Literacy for the 21st Century
		Gender Literacy and CLAM
		Implications for Adult Education
		References
	13 Endarkening, Engendering, and Embodying: Theorizing Intersectional Racial Literacy
		Rationale and Context
		Curriculum, Pedagogy, and Racial Literacy
		Intersectionality as a Conceptual Lens
		Intersectionalizing Racial Literacy
			Endarkening
			Engendering
			Embodying
		Conclusion
		Acknowledgments
		References
	14 Identity Literacy: Relative to Understanding People and Relevant to Functioning in a Global Society
		Identity Literacy and Its Significance
		Dimensions of Identity
			Personal (Private) Identity
			Professional Identity
			Social (Public) Identity
		Implications and Conclusion
		References
	15 Educational Development as a  vehicle for Creating Equity-Minded Adult Educators: A US Equity-Minded-Higher-Education ...
		Equity Literacy in Education
		Equity-Literate Adult Educators: The Need
			Culturally Responsive Teaching as An Equity Literacy Tool
			Barriers and Challenges for Educators
		Educational Development: A Response to Consider
			Centers for Teaching and Learning (CTLs)
			Educational Developers and Characteristics of Equity-Minded Programs
			CTL Strategies to Promote Equity Literacy
		Conclusion
		Implications for Research, Theory, and Practice
		References
	16 Advancing Moral Literacy in Educational Preparation: Developing Civic and Ethical Educators for a Socially Just World
		Conceptualizing Moral Literacy as a Critical Literacy
			Moral Literacy
				Components of Moral Literacy
		Educator Preparation as Adult Learning
			Learners’ Desire to Know: Moral Autonomy
			Why the Learning Is Important: Moral Deference
			Life Experiences/prior Knowledge: Moral Humility
			Readiness to Learn: Moral Responsibility
		Moral Literacy as a Global Concern
		Conclusion
		References
	17 Human Rights Literacy: A Perspective in the New Technological Landscape
		Human Rights Literacy: An Overview
		Human Rights Literacy, Media Literacy, and a New Technological Era
			Human Rights Literacy and Media Literacy
			Access to Internet and Technology
			Access to Relevant Education and Skills
			Defining the Skills for 21st-Century Citizens
			Algorithmic Decision-Making
			Internet Neutrality
		Implications for Practice
		Conclusion
		References
	18 Seeing in the Dark: A South African Leader’s Reflections on Critical Literacy Leadership in a Nonprofit Organization
		Critical Literacy
			Critical Literacy as a Leadership Practice
			Critical Literacy as a Leadership Model
			Critical Literacy and Power in the South African Context
		Reflections on Leading for Social Justice
			“Feeling the Weight of Each Word”
			“Words Are My Weapon”
			A Responsive, Socially Just Literacy
		CLAM and Responsive, Socially Just Literacy
		The Development of Literacy in Adult Learners
		Implications for Research and Theory
		Davids’s Closing Reflections
		References
Practical Resources
	19 Developing Human and Social Justice Literacies Through Discussions of Twitter, Tunes, and Tacos
		Practical Activity for Addressing Human Rights Violations (Estimated Time: 30–45 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		Social Media Familiarization and Outreach (Estimated Time:  30–45 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		Developing Gender, Racial, and Identity Literacies Through Songs (Estimated Time: 30–45 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		Identity Narrative Shifts for Gender, Racial, Ethnic, and Identity Literacies (Estimated Time: 45 Minutes)
			Objectives
			Activity Description and Instructions
			Materials Needed
		Equity Literacy Versus Stereotyping: Tacos, Tortellini, and five O’clock Tea (Estimated Time: 30–45 Minutes)
			Objectives
			Activity Description and Instructions
			Materials Needed
		References
Part V Psychosocial and Environmental Literacies
	20 Emotional Literacy, Life-Long Learning, and Global Citizenship Education for Adult Distance Learners
		Lifelong Learning
			Statement of the Problem
		Emotional Literacy
		Global Citizenship Education
		Conclusion
		References
	21 The Impact of Health Literacy on Health Disparities and Health Equity
		Defining and Contextualizing Health Literacy
		Health Literacy and Health Outcomes
		Health Literacy and Health Disparities
		Advancing Health Literacy
		Conclusion
		References
	22 Fostering Proficiency in Food Literacy: A Framework for Igniting Positive Social Change
		Definition
		Clarification of Key Characteristics
		Associated Literacies and Concepts
		Primary Prevention
		Food Literacy Models
			The Food Well-Being Model
			Food Literacy Conceptual Model
			Food Literacy Framework for Action
		Public Health Policy and Guidelines Pertaining to Food Literacy
			US Department of Health and Human Services
			US Department of Agriculture
			Global Perspective
		Food Literacy: Next Steps
		Conclusion
		References
	23 Exploring Adult Civic Education Policy and Curricula in Germany, Estonia, the United States, and Australia to Promote Critical Democratic Adult Education
		Critical Democratic Education
		Method
		Findings
			Germany
			Estonia
			United States
			Australia
		Discussion
		Conclusion
		References
	24 Financial Literacy and Its Importance: An Overall Picture From Portugal
		Background
		Financial Literacy in a Global Context
		Financial Literacy in Portugal
		Discussion and Conclusion
		References
	25 Environmental Literacy for All
		Education for Sustainable Development and Environmental Literacy
		Being Environmentally Literate
		Motivational Model for the Education of Environmentally Literate Adults
		Sustainability and the Critical View of Literacy
		Conclusion
		References
Practical Resources
	26 Healthy Bodies, Healthy Budget, and a Healthy Environment: Developing Psychosocial and Environmental Literacies
		Clean Calories Contest (Estimated Time: 30–45 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		Reputable Health Sources Selection (Estimated Time: 30–45 Minutes)
			Objectives
			Activity Description and Instruction
			Materials Needed
		Budget and Credit Simulation (Estimated Time: 30–45 Minutes)
			Objectives
			Description and Instructions
			Materials Needed
		Water Conservation Activity (Estimated Time: 45 Minutes)
			Objectives
			Activity Description and Instructions
			Materials Needed
		Understanding Severe Weather (Estimated Time: 30–45 Minutes)
			Objectives
			Activity Description and Instructions
			Materials Needed
		References
Part VI Technological and Informational Literacies
	27 Information Literacy Policies for a Global Information Society
		Information Literacy as a Requirement in a Global Information Society
		Information Literacy to Cope With Disinformation and Fake News: Policy Initiatives
		Information Problem Solving for Adult Education
		Information Literacy: Policy Dimensions and Variables in Policy Implementation
		Conclusion
		References
	28 Media Literacy for Civic Engagement and Global Citizenship
		Background
		Media Literacy Education for Adults
			Teaching Adults
			Culture and Globalization Factors
		Media Literacy for Civic Engagement and Global Citizenship
		Implications for Research, Theory, and Practice
		References
	29 Remixing Visual Literacy for  21st-Century Adult Education
		From Verbal to Visual Literacy in 21st-Century Adult Education
		Understanding Convergence Culture
		The Way Forward in Adult Education
			Principles and Practices of Remixing
				Remixing: A Pedagogical Framework
					Intertextuality
					Hybridity
		Conclusion
		References
	30 Digital Literacy: Key to Equity and Social Justice in a Tech-Dependent World
		Definitions, Descriptions, and Review of Related Literature on Digital Literacy
		Significance of Digital Literacy
		Digital Literacy, Equity, and Social Justice
		Approaches to the Development of Digital Literacy in adult Learners Towards Global Citizenship
		Implications for Research and Theory, and Guidelines for Practice
		References
	31 Decolonizing Game Literacy
		A Decolonial Understanding of Games
		A Decolonial Game Literacy
		Final Thoughts
		References
	32 The Cybersecurity Mindset: A Critical Literacy for Adult Learners
		The Cybersecurity Mindset
		An Example
		Cybersecurity Mindset as a Critical Literacy
		Conclusion
		References
Practical Resources
	33 Learning From Pictures and Play: Digital Literacy Resources for the Classroom
		Information Investigation (Estimated Time: 30–45 Minutes)
			Objectives
			Activity Description and Instructions
			Materials Needed
		Selfie Surprise (Estimated Time: 30 Minutes)
			Objectives
			Activity Description and Instructions
			Materials Needed
		Political Pictures (Estimated Time: 30–45 Minutes)
			Objectives
			Activity Description and Instructions
			Materials Needed
		Activity Name: Cyber CIA (Estimated Time: 30 Minutes)
			Objectives
			Activity Description and Instructions
			Materials Needed
		Trust Me (Estimated Time: 30–45 Minutes)
			Objectives
			Activity Description and Instructions
			Materials Needed
		References
Conclusion
	34 (Becoming) a Global Citizen: A Critical Way Forward
		Global Citizenship: The Unifying Thread
		The Critical Literacies Advancement Model (CLAM) and Global Citizenship
		Global Citizenship Implications for Promoting Equity and Social Justice
		References
Index