MULTILITERACIES: A PROGRAM FOR EDUCATIONAL AND SOCIAL JUSTICE

Abstract

In this text, I seek to highlight the importance of pedagogical practices that embrace the constitutive diversity of students as an aspect of central importance in the processes of knowledge construction, which can contribute not only to educational justice but also to social justice. Drawing on authors such as Soares (2004a; 2004b), Anstey and Bull (2018), Hytten and Bettez (2011), Kalantzis and Cope (2023a, 2023b), and Cope and Kalantzis (2024), among others in the national sphere, I present transformations in the concept of literacy, discuss interpretations of the concept of social justice, and address the intrinsic relationship between multiliteracies and the notion of social justice, showing how multiliteracies, as a program committed to educational justice, can contribute to the valuing of students’ literacy identities and, more broadly, to social transformation.

Key words
Multiliteracies; educational justice; productive diversity