Strengthening the Curriculum in Developing Countries through Multiliteracies Pedagogy.

Lay Summary 

It is long believed that the language and literacy curricula in many developing countries are used by the elites to parsimoniously secure their control on society. Contaminated by the socio-political realities that disregard the value of local dialects and students’ life worlds in teaching literacy, this curricula has served to promulgate injustices by neglecting the funds of knowledge of many minority students.

Coupled with the underfunding of schools in the aforementioned areas, it is not surprising that the OECD 2010 report reveals many students in developing countries continue to perform significantly worse than their counterparts in developed countries. The aim of the presentation was to review the literature surrounding multiliteracies pedagogy and offer multiliteracies pedagogy a means of enhancing the current curricular standards since it values students’ lived experiences and promotes restorative justice.

Faculty of Education
Going Global Grant, International Centre, Memorial University
St. John's
Newfoundland and Labrador
United States
Social Issues
Language teaching
Provincial government
Industry Sectors 
Elementary and Secondary Schools
Educational Support Services
Community Colleges and C.E.G.E.P.s
Other Schools and Instruction
Scientific Research and Development Services
Start date 
1 Jan 2012
End date 
31 Dec 2013