Sustaining Diversity in Higher Education: Engaging the Critical Literacy of Multilingual Students in a Malaysian Postgraduate Classroom

This 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 interculturally 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. (C) 2010 Published by Elsevier Ltd.