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Division "G"
 
The Division is organized into five major sections:
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Section 1: Local Contexts of Teaching and Learning
Section 2: Multicultural Contexts of Education within and across Subject Areas
Section 3: Social Contexts of Multiple Languages and Literacies
Section 4: Social Contexts of Educational Policy, Politics, and Praxis
Section 5: Social Context of Research in Schools and Communities

Section 1: Local Contexts of Teaching and Learning

[Local Contexts of Teaching and Learning encompasses research of local contexts and settings of teaching and learning in formal and informal venues. Units of analysis may be comprised of actual lessons, assessment practices, tasks, identities, structures, classroom interactions, the language of social interaction in educational settings, encounters of teaching and learning, and so on. The purpose is to build descriptions of, and theoretical insights about, teaching and learning in context and in the diversities of its achievements.]

Section 2: Multicultural Contexts of Education within and across Subject Areas

[Multicultural Contexts of Education within and across Subject Areas emphasizes scholarship focused on race, ethnicity, gender, language, social class, and other forms of demographic diversity. The section also considers work regarding the adaptation from home to school, ethnic identification and cultural differences, and social barriers and constraints, as well as sources of agency that may contribute to achievement and educational opportunity.]

Section 3: Social Contexts of Multiple Languages and Literacies

[Social Contexts of Multiple Languages and Literacies centers on bilingualism, multilingualism, and bi- and multi-cultural literacies in formal or informal education (including foreign language, bilingual, and English as a Second Language classrooms) and social settings.]

Section 4: Social Contexts of Educational Policy, Politics, and Praxis

[Social Contexts of Educational Policy, Politics, and Praxis highlights the role of education (in and out of school) in community, and in the larger society. The section encourages analyses of the sociocultural contexts of educational policy, teacher education reform, and pedagogy through critical, liberatory, feminist, and/or multicultural lenses. Some of the issues studied include social change, stratification and integration, and pedagogical critique, as well as political and policy analysis.]

Section 5: Social Context of Research in Schools and Communities

[Social Context of Research in Schools and Communities encompasses critical analyses that focus on transformative inquiries within schools, neighborhoods, and communities. Analyses that are situated within the local and global context of education, that are transdisciplinary, culturally appropriate, collaborative, and have the potential for creating transformative action in K–12 schools and their communities are included in this section.]

 
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