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Globalization, immigration, shifting socioeconomic patterns, geopolitical tensions, and advances in technology push adult literacy educators to interpret and mobilize learning and literacy dynamics in more complex ways. Transcultural literacies recognize multiple dimensions of literacy learning, building on learners’ talents and aspirations. 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It is shaped by global conditions such as immigration, socioeconomic change, geopolitical tensions, and technology.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do transcultural literacies contribute to adult literacy learning?",{"text":117,"@type":113},"Transcultural literacies acknowledge multiple dimensions of literacy learning and build on learners’ unique talents and aspirations. They support relevance through texts that connect local and global themes.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study emphasize about educators, texts, and adult learners?",{"text":121,"@type":113},"The study highlights the relationship between transcultural literacies and transformative learning. It points to the value of powerful texts and learning resources that resonate with adults from diverse cultural backgrounds.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588818,1792189788,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","ADULT LITERACY EDUCATION Fall 2019  \nResearch Article  \nJourneys of Transcultural Literacies:  \nWorking Toward Transformative Learning in Adult Literacy Education  \nKaren Magro, The University of Winnipeg  \nAbstract  \nTransformative learning involves significant personal and social growth. Globalization, immigration, changes in socioeconomic patterns, geopolitical tensions, and advances in technology challenge teachers to understand and mobilize the changing dynamics, practices, and contexts of learning and literacy in more complex ways (Luke & Elkins, 2002). Transcultural literacies acknowledge multiple dimensions of literacy learning that build upon learners’ unique talents and aspirations. The use of powerful texts that highlight local and global themes can resonate with adult learners coming from diverse cultural backgrounds. Connections between transcultural literacies and dimensions of transformative learning are highlighted in this study.  \nThis research study was motivated by my own observations of literacy and learning in a time of increased immigration and cultural diversity, and the reality that adult literacy classrooms should be reflecting these changes (Magro & Ghoryashi, 2011). Dagnino (2012) writes that “physical and virtual mobility has indeed become the main trope of societies characterized by ‘superdiversity’ and the dynamic interplay of alternative/ multiple modernities”(p.2). Along these lines, Pennycook (2007) defines transculturalism as “the fluidity cultural relations across global context”(p.91). Global flows, transnational interactions“loosen local populations from geographically constrained communities, connecting people and places around the globe in new and complex ways”(Miller, 2006, p.1). Miller suggests that  \nthese dynamic flows and mobilities open up new possibilities for a “worldwide” curriculum that disrupts the status quo and embraces plurality and social justice.  \nTranscultural literacies explore the connections literacies between local ecologies and global events (Orellana, 2016). Honeyford and Watt (2017) write that now, more than ever, teachers in both urban and rural areas are seeking new texts and learning resources that better reflect the linguistic and cultural pluralism that exists today. Too often, historically marginalized youth and adults have been harmed by educational institutions; these students have suffered from colonial, racist, sexist, elitist, and homophobic abuse that may have caused them to abandon “traditional” education.  \nCorrespondence: Karen Magro, [k.magro@uwinnipeg.ca](k.magro@uwinnipeg.ca) 19  \nA transformative shift in literacy learning would work to discover and strengthen learners’ existing literacies, talents, and experiences. In particular, a key challenge for teachers is to help their students interrogate and understand the way these forces interact and impact their own lives, since local knowledge is always linked in some way to the“dynamic flow of more global, sociocultural, economic, and political forces”(Honeyford & Watt, p.4).  \nThis study explores the important connections between transformative theories of adult learning and transcultural literacies. How do teachers conceptualize their role and responsibility as adult literacy educators? What values, beliefs, and ideals guide their practice? To what extent do the changing social, cultural, and geopolitical landscapes inform educators’ pedagogical decision making in terms of text choices and curriculum resources for adult learners? What do they hope that adults in their classes will learn? Do the educators have preferred teaching and learning strategies that create a positive learning climate ina time of great change?  \nTrajectories of Immigration:  \nUnderstanding the Context of This Study  \nRelationships between adult learners, teachers, and administrators in educational systems can be viewed with new potential. In an increasingly globalized world, transcultural literacy learning challenges educat","cbCaiqjhl8PbFni8","https://ap.wps.com/l/cbCaiqjhl8PbFni8","pdf",312840,14,"English","# Abstract\n## Transformative learning and global challenges\n## Transcultural literacies and learner backgrounds\n## Connections to curriculum, texts, and learning contexts","[{\"question\":\"What is transformative learning in adult literacy education, according to the abstract?\",\"answer\":\"Transformative learning involves significant personal and social growth. It is shaped by global conditions such as immigration, socioeconomic change, geopolitical tensions, and technology.\"},{\"question\":\"How do transcultural literacies contribute to adult literacy learning?\",\"answer\":\"Transcultural literacies acknowledge multiple dimensions of literacy learning and build on learners’ unique talents and aspirations. They support relevance through texts that connect local and global themes.\"},{\"question\":\"What does the study emphasize about educators, texts, and adult learners?\",\"answer\":\"The study highlights the relationship between transcultural literacies and transformative learning. It points to the value of powerful texts and learning resources that resonate with adults from diverse cultural backgrounds.\"}]","Journeys of Transcultural Literacies - Working Toward Transformative Learning in Adult Literacy Education - Abstract | PDF",1792065995,35]