Paulo Freire and Multilingual Education

Sandro R. Barros is Assistant Professor in the Department of Teacher Education at Michigan State University, USA.Luciana C. de Oliveira is Associate Dean for Academic Affairs and Graduate Studies and a Professor in the School of Education at Virginia Commonwealth University, USA.

• Foreword: "The People" Lost in TranslationSamuel Rocha From Angicos to the World: Paulo Freire and the Task of Emancipatory Multilingual EducationSandro R. Barros and Luciana C. de Oliveira Part I: Theoretical and Methodological Approaches Critical Biliteracies: The Mutually Reinforcing Endeavors of Freirean Criticality and BilingualismChris K. Chang-Bacon and Soria E. Colomer The Critical Space Between: Weaving Freirean and Sociocultural PedagogiesBrandon J. Sherman and Annela Teemant Transforming Privilege: The Four R’s of Pedagogical PossibilitiesAdam Howard, Patrick Dickert, Wallace Tucker, and Sam Jefferson Reading the World and Conscientização: Teaching about Multilingualism for Social Justice for Multilingual LearnersHeather LinvillePart II: Empirical Analyses Involvement and Authenticity: Transforming Literacy Curricula for Marshallese Students through Community-Based Writing Projects Anny Fritzen Case, Marcy Ray Dodd, and Gina Mikel Petrie Learning English as an Additional Language from Children’s Points of View in a Public School in Brazil: A Freirean Perspective Andrea da Silva Marques Ribeiro and Jessica F. Cruz Critical Educulturalism in the Borderlands: Exploring Social Positionality and the Dialogic Processes of Culture Circles Kelly Metz-Matthews and Michele McConnell Kindergarteners as Co-constructors of an Equitable Learning Community in a Dual-Language Class: A Freirean AnalysisTatiana M. Cevallos and Rosa M. Floyd (Re)Turning to Freirean-Philosophy in Preparing Content Teachers to Work with Multilingual StudentsKara Mitchell Viesca, Peiwen Wang, Brandon Heinz, and Alexa Yunes Digital Storytelling as a Freirean-Based Pedagogy with Refugee-Background YouthCarrie Symons and Kasun Gajasinghe Ignoramuses and Sages: Using Freirean Concepts to Co-construct Socially Just Initial Teacher Education Practices Gabriel Díaz Maggioli Planting Seeds: Pre-Service Teachers Explore the Legacies of Projeto Axé and Projeto Semear Amanda Montes and Miguel Fernández Álvarez Rereading Learning, Schooling, and Race: Reflecting on Dialogical Language Teacher Preparation Through Participatory Action ResearchAmanda J. Swearingen, Catherine McCarthy, Autumn E. Sanders, and Taylor M. Drinkman Problematização and Poesis: Making Problems with Freire and Someone Else’s SyllabusCori McKenzie Bridging Multimodality and Criticality to Language Education with a Twist from the Global South: Multimodal Critical Consciousness as Multimodal Conscientização Raúl Alberto Mora, Andrés Tobón-Gallego, Maria Camila Mejía-Vélez, and Elizabeth (Effy) AgudeloAfterword by Valdir Borges