MACMILLAN Radicalizing Literacies and Languaging: A Framework toward Dismantling the Mono-Mainstream Assumption

This book names and confounds the mono-mainstream assumption that invisibly frames much research, the ideologies that normalize monolingualism, monoculturalism, monoliteracy, mononationalism, and/or monomodal ways of knowing. In its place, the authors propose multi- and trans- lenses of these phenomena steeped in a raciolinguistic perspective on Bourdieu’s reflexive sociology to move toward a more accurate, multidimensional view of racialized peoples’ literacy and language practices. To achieve this, they first engage in a comprehensive review of literacies, languaging, and a critical sociocultural framework. Then, the distinct testimonios of four women underscore this framework in practice, followed by action steps for research, policy, and pedagogy. This book will be of particular interest to literacy and language education researchers.        Review “This book represents an original contribution that will help bridge the dichotomy between research and practice in two interrelated fields, literacy and applied linguistics. As one of the few of its kind, the book will be particularly relevant to emerging and new scholars.” (Erica Saldivar Garcia, New York University, USA) From the Back Cover This book names and confounds the mono-mainstream assumption that invisibly frames much research, the ideologies that normalize monolingualism, monoculturalism, monoliteracy, mononationalism, and/or monomodal ways of knowing. In its place, the authors propose multi- and trans- lenses of these phenomena steeped in a raciolinguistic perspective on Bourdieu’s reflexive sociology to move toward a more accurate, multidimensional view of racialized peoples’ literacy and language practices. To achieve this, they first engage in a comprehensive review of literacies, languaging, and a critical sociocultural framework. Then, the distinct testimonios of four women underscore this framework in practice, followed by action steps for research, policy, and pedagogy. This book will be of particular interest to literacy and language education researchers.  Alexandra (Ale) Babino is Assistant Professor and Director of Bilingual/ESL Education at Texas A&M University – Commerce, USA. She explores how and why bilinguals become biliterate and bicultural from a systems’ perspective in dual language and teacher preparation programs. Mary Amanda (Mandy) Stewart is Associate Professor of Literacy at Texas Woman's University, USA. Her research promotes the biliteracy of adolescent emergent bilinguals, focusing on translingual and critical pedagogies. About the Author Alexandra (Ale) Babino is Assistant Professor and Director of Bilingual/ESL Education at Texas A&M University – Commerce, USA. She explores how and why bilinguals become biliterate and bicultural from a systems’ perspective in dual language and teacher preparation programs. Mary Amanda (Mandy) Stewart is Associate Professor of Literacy at Texas Woman's University, USA. Her research promotes the biliteracy of adolescent emergent bilinguals, focusing on translingual and critical pedagogies.