Yvonne Foley is Professor of Literacies and Multilingual Education at the University of Edinburgh, UK. She is Chair of the National Association for Language Development in the Curriculum.

• AcknowledgementsPrefaceIntroductionChapter 1. The Scottish Context for EducationChapter 2. Conceptual FramingsChapter 3. Research DesignChapter 4. ‘Who Flung Dung’: Cultural and Pedagogical DistancingChapter 5. ‘Acknowledging the World is Bigger Than Us’: Initial Teacher Education Chapter 6. ‘My Home is Unchill’: Pedagogies of RecognitionChapter 7. Discussion of CasesChapter 8. Concluding Thoughts and Implications for Teacher EducationAppendixReferencesIndex

Foley shows how Scottish teachers have built their literacy understandings in particular historical, social, cultural, economic and political contexts, and how these combine to produce classroom practices for EAL students. Readers get a fascinating look into diverse Scottish classrooms, where constraining practices, but also practices that promote inclusive critical literacy, are played out.