摘要：AbstractThis paper reports the findings of an action research which examines postgraduate student voices in terms of a pedagogy committed to building situated critical literacy for multilingual students through a Critical Literacy Awareness (CLA) Perspective and Method. It examines a student‘s reflective logs as a point of entry into her negotiations of identities and knowledge. The findings indicate that for it to be empowering of learner diversity, teacher talk and interventions have to inter-culturally engage with student‘s unequally valued multicultural resources in context and to work with the discourses which are recognised as legitimate in education and the workplace.
关键词：Critical Literacy;Learner Diverstiy;Pluritliteracy;Multilingualism;Cultural Politics;Diverse Ways of Knowing
