Next Steps This worked example is a work in progress. Areas that can be expanded on include how to connect participatory culture, participatory action research and multimodal social semiotics; outlining and detailing with evidence my students wide range of multiliteracies and how they are expressions of globalization in their local context; a detailed description of the impact of English language study on Korean learners and the precarity it has created for younger generations of Koreans; and the challenges of coding student work for expressions of cosmopolitan literacies. References Adams, M. (2014). Social Justice and Education. Routledge International Handbook of Social 17, 249-268. Justice, Ahn, I. (2010). Economy of and ethics of Toward a “invisible debt” “radical hospitality”: paradigm change of hospitality from to Journal of Religious Ethics, 38(2), “gift” “forgiveness”. 243-267. Brown, B. (2013). Brene Brown on Empathy. RSA Short. Retrieved from: https://www.youtube.com/watch?v=1Evwgu369Jw Butler, J. (2011). Precarious Life: The Obligations of Proximity. The Neale Wheeler Watson 1-7. Lecture, Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. Teachers College Press. Campano, G., Ghiso, M. P., & Welch, B. J. (2016). Partnering with immigrant communities: Literacy through action. Chen, R., & Hird, B. (2006). Group work in the EFL classroom in China: a closer look. RELC 91-103. Journal, 37(1), Cochran-Smith, M., & Lytle, S. L. (Eds.). (1993). Inside/outside: Teacher research and Teachers College Press. knowledge.
Next Steps This worked example is a work in progress. Areas that can be expanded on include how to connect participatory culture, participatory action research and multimodal social semiotics; outlining and detailing with evidence my students wide range of multiliteracies and how they are expressions of globalization in their local context; a detailed description of the impact of English language study on Korean learners and the precarity it has created for younger generations of Koreans; and the challenges of coding student work for expressions of cosmopolitan literacies. References Adams, M. (2014). Social Justice and Education. Routledge International Handbook of Social Justice, 17, 249-268. Ahn, I. (2010). Economy of “invisible debt” and ethics of “radical hospitality”: Toward a paradigm change of hospitality from “gift” to “forgiveness”. Journal of Religious Ethics, 38(2), 243-267. Brown, B. (2013). Brene Brown on Empathy. RSA Short. Retrieved from: https://www.youtube.com/watch?v=1Evwgu369Jw Butler, J. (2011). Precarious Life: The Obligations of Proximity. The Neale Wheeler Watson Lecture, 1-7. Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. Teachers College Press. Campano, G., Ghiso, M. P., & Welch, B. J. (2016). Partnering with immigrant communities: Literacy through action. Chen, R., & Hird, B. (2006). Group work in the EFL classroom in China: a closer look. RELC Journal, 37(1), 91-103. Cochran-Smith, M., & Lytle, S. L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. Teachers College Press.