Despite ongoing concern about the underachievement of low-income and culturally and 'linguistically diverse (CLD) students, there has been little focus on the kinds of pedagogyrequired to reverse this underachievement. Pedagogical approaches have been increasinglytransmission-oriented, focusing on preparing students for high-stakes testing. Such approachesignore the socioeconomic and sociopolitical roots of underachievement as well asresearch highlighting literacy engagement as a strong predictor of literacy achievement. TheTransformative Multiliteracies Pedagogy frameworks presented here locate CLD students 'underachievement within societal power relations and highlight the negotiation of identitybetween teachers and students as a central means of creating contexts of empowerment.Heuristic tools educators can use to critically assess their own practice and to articulatepotentially productive pedagogical directions are discussed.
![From “A Pedagogy of Multiliteracies: Designing Social Futures” Harvard Educational Review 66.1 (1996): online. The New London Group [L]literacy educators](https://img.pdfslide.net/doc/110x75/56649d9c5503460f94a851d1/from-a-pedagogy-of-multiliteracies-designing-social-futures-harvard.jpg)
