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A Critical Narrative Inquiry Of English Teachers’ Experiences Of Enacting A Pedagogy Of Multiliteracies In China, Lin Sun
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When China’s Ministry of Education issued a series of curriculum change policies in 2011, major curriculum reform was initiated. Given the significant role that teachers play in curriculum reform, it is critically important to understand their experiences in their professional knowledge landscapes so that intentional and meaningful support for changes can be provided. This information will enrich the scholarly conversation on the theoretical and practical application of a pedagogy of multiliteracies in China and remind policy makers to consider the needs of teachers charged with implementing changes.
Situated in the global and local scholarship of multiliteracies, this empirical study explored …