Literacy is a long-established focus of urban education. Given the populations of migrants, refugees and transient populations of industrialized Western cities, it is a target that has been understood historically in terms of linguistic and cultural difference, as well as poverty. In Australian educational research and policy over the last three decades, there been an ongoing recognition not only of links between poverty and educational outcomes, but also of schools’ failure to serve aspirations of migrant and refugee families of non-English-speaking background concentrated in industrialized cities such as Sydney, Melbourne, Wollongong and Newcastle (Cahill, 1996; see Blackmore, 2007). Today, literacy achievement of urban populations is again a focal point of considerable public and media debate, which although appearing to focus on issues of curriculum and instruction, readily turns to debates over declining morality, deterioration of cultural values and national traditions. Yet, questions about the impact of new media technologies on youth culture, and implications for conceptualizations of school literacy education are at the core of contention in Australian educational development and public debate. These questions have generated increasing research activity in the last decade, with several major federally funded projects into youth literacies, new technologies, social identity and educational issues (Alloway, Freebody, Gilbert, & Muspratt, 2002; Department of Science, Education and Training, 2002a, 2002b; Hill, Louden, & Reid, 2002; Louden et al., 2000; Luke et al., 2002). However, ongoing work is required because the rapid development and dissemination of new communication and information technologies into communities has serious ramifications for social relations, work, and youth cultures.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Alexander, J. (2006). Digital youth: Emerging literacies on the World Wide Web. Cresskill, NJ: Hampton Press, Inc.
Alloway, N., Freebody, P., Gilbert, P., & Muspratt, S. (2002). Boys, literacy and schooling: Expanding the repertoires of practice. Canberra: Department of Science, Education and Training.
Blackmore, J. (2007). Equity and social justice in Australian education systems: Retrospect and prospect. In W. T. Pink, & G. W. Noblit (Eds.), International handbook of urban education (pp. 249–264). Dordrecht: Springer.
Benson, P., & Nunan, D. (2004). Learners' stories: Difference and diversity in language learning. Cambridge: Cambridge University Press.
Cahill, D. (1996). Immigration and schooling in the 1990s. Canberra: Commonwealth of Australia.
Caldeira, T. (1996). Fortified enclaves: The new urban segregation. Public Culture, 8 (2), 303–328.
Castells, M. (2004). Space of flows, space of places: Materials for a theory of urbanism in the Information Age. In S. Graham (Ed.), The cybercities reader (pp. 82–93). London and New York: Routledge.
Clark, W. A. V. (2003). Monocentric to polycentric: New urban forms and old paradigms. In G. Bridge, & S. Watson (Eds.), A companion to the city (pp. 140–54). Malden, MA: Blackwell Publishing.
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
Davis, M. (1990). City of quartz: Excavating the future in Los Angeles. London: Verso.
Davis, M. (2006). Planet of slums. London: Verso.
Department of Science, Education and Training. (2002a). The application of information and communication technologies in the assessment of literacy and numeracy in the early years of schooling. Canberra: Department of Science, Education and Tanining.
Department of Science, Education and Training. (2002b). Literacy and numeracy in the early years of schooling: An overview. Canberra: Department of Science, Education and Tanining.
Donnelly, K. (2004). Why our schools are failing. Sydney: Duffy & Snellgrove.
Editor. (October 1–2, 2005a). Teaching reform: It is time to change what, and how, our schools teach. The Weekend Australian, p. 18. (See also Letters to the Editor, p. 15.)
Editor (December 9, 2005b). Spelling it out: Ideology should not threaten children's right to read. The Australian, p. 15.
Editor (April 22–23, 2006). Giving out bad Marx: Trendy “isms” are incompatible with lasting knowledge. The Weekend Australian, p. 16.
Florida, R. (2005). Cities and the creative class. New York: Routledge.
Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth: Penguin.
Gilroy, P. (2002). The status of difference: Multiculturalism and the postcolonial city. In Ghent Urban Studies Team (Ed.), post ex sub dis: Urban fragmentations and constructions (pp. 198–209). Rotterdam: 010 Publishers.
Gleeson, B. (2006). Australian heartlands: Making space for hope in the suburbs. Crows Nest, NSW: Allen & Unwin.
Graham, S. (2004). Cybercity archaeologies: Introduction. In S. Graham (Ed.), The cybercities reader (pp. 3–29). London and New York: Routledge.
Green, B., Reid, J., & Bigum, C. (1998). Teaching the Nintendo generation? Children, computer culture and popular technologies. In S. Howard (Ed.), Wired-up: Young people and the electronic media (pp. 19–41). London: UCL Press.
Harvey, D. (1996). Justice, nature, and the geography of difference. Cambridge, MA: Blackwell.
Hill, S., Louden, W., & Reid, J-A. (2002). 100 children turn 10: A longitudinal study of literacy development from the year prior to school to the first four years of school. Canberra: Department of Science, Education and Training.
Holton, R. J. (1998). Globalization and the nation-state. New York: St. Martin's Press.
Howard, J. (July 25, 2006). Address by The Hon John Howard MP, Prime Minister of Australiato Reconciliation Australia, BHP Billiton. Melbourne. Retrieved July 20, 2006, from http://www.reconciliation.org.au/i-cms.isp?page=264
Hutton, W., & Giddens, A. (Eds.). (2001). On the edge: Living with global capitalism. London: Vintage.
Jacobson, S. (2002). How diverse is it? The case of Oakland, California. In Ghent Urban Studies Team (Ed.), post ex sub dis: Urban fragmentations and constructions (pp. 210–220). Rotterdam: 010 Publishers.
Kalantzis, M., Cope, B., & The Learning by Design Project Group. (2005). Learning by Design. Melbourne/Altona, Victoria: Victorian Schools Innovation Commission in association with Common Ground Publishing.
Kapitzke, C., & Bruce, B. C. (Eds.). (2006). Libr@ries: Changing information space and practice. Mahway NJ: Lawrence Erlbaum.
Karim, K. H. (Ed.). (2003). The media of diaspora. London: Routledge.
Kenway, J., & Bullen, E. (2001). Consuming children: Education-entertainment-advertising. Buckingham: Open University Press.
Kramsch, C., & Lam, W. S. E. (1999). Textual identities: The importance of being non-native. In G. Braine (Ed.), Non-native educators in English language teaching (pp. 57–72). Mahwah, NJ: Lawrence Erlbaum Associates.
Lam, E. W. S. (2004a). Border discourses and identities in transnational youth culture. In J. Mahari (Ed.), What they don't learn in school: Literacy in the lives of urban youth (pp. 79–97). New York: Peter Lang.
Lam, W. S. E. (2004b). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning and Technology, 8 (3), 44–65.
Lam, W. S. E. (2006). Re-envisioning language, literacy and the immigrant subject in new mediascapes. Pedagogies, 1 (3), 171–195.
Lam, W. S. E., & Kramsch, C. (2003). The ecology of an SLA community in computer-mediated environments. In J. Leather, & J. van Dam (Eds.), Ecology of language acquisition (pp. 141–158). Boston: Kluwer Academic Publishers.
Leander, K. M. (2003). Writing travelers' tales on new literacyscapes. Reading Research Quarterly, 38 (3), 392–397.
Lipman, P. (1998). Race, class, and power in school restructuring. New York: State University of New York Press.
Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York: Routledge.
Louden, W., Chan, L., Elkins, J., Greaves, D., House, H., Milton, M., et al. (2000). Mapping the territory – primary students with learning difficulties: Literacy and numeracy. Canberra: Department of Education, Science and Training.
Luke, A., & Carrington, V. (2002). Globalization, literacy, curriculum practice. In R. Fisher, M. Lewis, & G. Brooks (Eds.), Language and literacy in action (pp. 231–250). London: Routledge/Falmer.
Luke, A., Elkins, J., Weir, K., Land, R., Dole, S., Carrington, V. et al. (2002). Beyond the middle: A report about literacy and numeracy development of target group students in the middle years of schooling. Canberra: Department of Education, Science & Training.
Luke, A., Freebody, P., Land, R., Booth, S., & Kronk, P. (2000). Literate futures: Report of the Literacy Review for Queensland State Schools. Brisbane: Queensland Department of Education.
New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope, & M. Kalantzis (Eds.), Multiliteracies; Literacy learning and the design of social futures (pp. 9–37). South Yarra, Vic.: Macmillan.
Pavlenko, A. (2002). Poststructuralist approaches to the study of social factors in second language learning and use. In V. Cook (Ed.), Portraits of the L2 user (pp. 277–302). Clevendon: Multilingual Matters.
Peel, M. (2003). The lowest rung: Voices of Australian poverty. Cambridge: Cambridge University Press.
Pennycook, A. (2003a). Global Englishes, rip slime, and performativity. Journal of Sociolinguistics, 7 (4), 513–533.
Pennycook, A. (2003b). Global noise and global Englishes. Cultural Studies Review, 9 (2), 192–200.
Pennycook, A. (2005). Teaching with the flow: Fixity and fluidity in education. Asia Pacific Journal of Education, 25 (1), 29–43.
Sefton-Green, J. (2005). Playing with transformations: How digital production is changing the traditions of media education. Media Education Journal, 37, 25–27.
Sennett, R. (2000). Street and office: Two sources of identity. In W. Hutton, & A. Giddens (Eds.), Global capitalism (pp. 175–190). New York: The New Press.
Smith, M. P. (2001). Transnational urbanism: Locating globalization. Oxford: Blackwell.
Snyder, I., & Beavis, C. (Eds.). (2004). Doing literacy online: Teaching, learning and playing in an electronic world. Cresskill, NJ: Hampton Press.
Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Cambridge, MA: Blackwell.
Stevenson, D. (2003). Cities and urban cultures. Maidenhead, Phil.: Open University Press.
Thomson, P. (2002). Schooling the rustbelt kids: Making the difference in changing times. Crows Nest, NSW: Allen & Unwin.
Turtel, J. (2005). Public schools, public menace: How public schools lie to parents and betray our children. New York, NY: Liberty Books.
Watson, S. (2006). City publics: The (dis)enchantments of urban encounters. Abingdon: Routledge.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2007 Springer
About this chapter
Cite this chapter
Dooley, K., Kapitzke, C., Luke, C. (2007). New Urban Terrains: Literacies, World Kids, and Teachers. In: Pink, W.T., Noblit, G.W. (eds) International Handbook of Urban Education. Springer International Handbooks of Education, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5199-9_20
Download citation
DOI: https://doi.org/10.1007/978-1-4020-5199-9_20
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-5198-2
Online ISBN: 978-1-4020-5199-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)