References
Primary sources
- Gleitzman, M. (2003). Boy overboard. London: Puffin.
- Marsden, J. (S. Tan ilus). (2000). The rabbits. Sydney: Lothian.
- Robinson, A., & Young, A. (J. Allan ilus). (2008). Gervelie's journey. Diary of a refugee girl. London: Frances Lincoln.
Secondary sources
- Anstey, M. (2002). “It's not all black and white”: Postmodern picture books and new literacies. Journal of Adolescent and Adult Literacy, 45, 444–458. doi:10.1598/JAAL.45.6.1
- Arizpe, E. (2009). Sharing visual experiences of a new culture: Immigrant children in Scotland respond to picturebooks and other visual texts. In J. Evans (Ed.), Talking beyond the page: Reading and responding to picture books (pp. 134–151). London: Routledge.
- Arizpe, E., Colomer, T., & Martínez-Roldán, C. (2014). Visual journeys through wordless narratives: An international inquiry with immigrant children and the arrival. London: Bloomsbury Academic.
- Arizpe, E., Farrell, M., & McAdam, J. (2013). Opening the classroom door to children's literature: A review of research. In K. Hall, T. Cremin, B. Comber, & L. Moll (Eds.), International handbook of research on children's literacy, learning and culture (pp. 241–257). London: Wiley-Blackwell.
- Arizpe, E., & Styles, M. (2003). Children reading pictures. London: Routledge.
- Banks, J. A. (2001). Citizenship education and diversity: Implications for teacher education. Journal of Teacher Education, 52(1), 5–16. doi:10.1177/0022487101052001002
- Banks, J. A., & Banks, C. A. M. (Eds.). (2001). Handbook of research on multicultural education. Francisco: Jossey-Bass.
- Bearne, E. (2004). Multimodal texts: What they are and how children use them. In J. Evans (Ed.), Literacy moves on (pp. 16–30). Portsmouth: Heinemann.
- Bednall, J., & Cranston, L., Bearne, E. (2008). ‘The most wonderful adventure … going beyond the literal’. English Four to Eleven, 32, 19–26.
- Boal, A. (2006). Aesthetics of the oppressed. New York, NY: Routledge.
- Botelho, M. J., & Rudman, M. K. (2009). Critical multicultural analysis of children's literature: Mirrors, windows, and doors. New York, NY: Routledge.
- Brice-Heath, S., & Wolf, S. (2004). Visual learning in the community school. Kent: Creative Partnerships.
- Crouch, C. (2008). Afterword. In J. Elkins (Ed.), Visual literacy. London: Routledge.
- Cullingford, C. (1998). Children's literature and its effects: The formative years. London: Cassell.
- Ee Loh, C. (2009). Reading the world: Reconceptualizing reading multicultural literature in the English language arts classroom in a global world. Changing English: Studies in Culture and Education, 16, 287–299. doi:10.1080/13586840903194755
- Fransecky, R. (1969). ‘Visual literacy and teaching the disadvantaged’. Audiovisual Instruction, 28–31, 117–118.
- Freire, P. (1972). Pedagogy of the oppressed. Harmondsworth: Penguin.
- Freire, P. (1988). The adult literacy process as cultural action for freedom and education and conscientizacao. In E. R. Kintgen, B. M. Kroll, & M. Rose (Eds.), Perspectives on literacy (pp. 398–409). Carbondale: Southern Illinois University Press.
- Freire, P. (2008). Education for critical consciousness. London: Continuum.
- Giroux, H. (2011). On critical pedagogy. London: Continuum.
- Gonçalves, M. A. (2012). Literary texts and intercultural learning. Bern: Peter Lang.
- Gopalakrishnan, A. (2011). Multicultural children's literature: A critical issues approach. London: Sage.
- Gopalakrishnan, A., & Ulanoff, S. (2003). Making connections to cultural identity: Using multicultural children's literature and storytelling to explore personal narrative. Paper presented at the meeting of Hawaii International Conference on Education, Honolulu, September.
- Gough, N. (1998). Reflections and diffractions: Functions of fiction in curriculum inquiry in curriculum. In W. Pinar (Ed.), Curriculum: Toward new identities. New York, NY: Garland.
- Goulet, D. (2002). Introduction. In P. Freire, Education for critical consciousness (pp. vii–xiv). New York: Continuum.
- HMIe. (2009). ‘Count us in. A sense of belonging’. ‘Meeting the needs of children and young people newly arrived in Scotland’. Livingstone: Author.
- Iser, W. (1978). The act of reading: A theory of aesthetic response. London: Routledge and Kegan Paul.
- Kenner, C., Mahara, R., & Gregory, E. (2010). Teacher partnerships between mainstream and complementary schools: From parallel worlds to connected curricula. NALDIC Quarterly, 7(2): 46–48.
- Kiefer, B. (1995). The potential of picturebooks: From visual literacy to aesthetic understanding. Englewood Cliffs, NJ: Merrill.
- Kornfeld, J., & Prothro, L. (2005). Envisioning possibility: Schooling and student agency in children's and young adult literature. Children's Literature and Education, 36, 217–239. doi:10.1007/s10583-005-5971-2
- McAdam, J., & Arizpe, E. (2011). Journeys into culturally responsive teaching. Journal of Teacher Education and Teachers' Work, 2(1), 18–27.
- McGonigal, J., & Arizpe, E. (2007). Learning to read a new culture: How immigrant and asylum-seeking children experience Scottish identity through classroom books. Project Report. Edinburgh: Scottish Government.
- Pantaleo, S. (2008). Exploring student's response to contemporary picturebooks. Toronto: University of Toronto Press.
- Perkins, D. (1994). The intelligent eye: Learning to think by looking at art. Los Angeles, CA: The J. Paul Getty Trust.
- Phipps, A. (2013). Intercultural ethics: Questions of methods in language and intercultural communication. Language and Intercultural Communication, 13(1), 10–26. doi:10.1080/14708477.2012.748787
- Reedy, D., & UKLA. (2010). Agenda for action: UKLA's vision for future literacy education. Available from: http://www.ukla.org/download.php?file=/.../UKLA_Agenda_for_Action.pdf.
- Rosenblatt, L. M. (1938). Literature as exploration. London: Routledge and Kegan Paul.
- Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
- Scottish Executive. (2004). A curriculum for excellence. Edinburgh: The Curriculum Review Group. Available from: http://www.scotland.gov.uk/Resource/Doc/26800/0023690.pdf.
- Scottish Government. (2009). Statistical bulletin: Pupils in Scotland, 2008. Edinburgh.
- Scottish Government. (n.d.). Curriculum for excellence: Literacy across learning: Principles and practice. Edinburgh. http://www.educationscotland.gov.uk/images/literacy_across_learning_principles_practice_tcm4-540108.pdf
- Short, K. G. (2009). Critically reading the word and the world. Bookbird, (2), 1–10. doi:10.1353/bkb.0.0160
- Sipe, L. (2008). Storytime: Young children's literary understanding in the classroom. New York, NY: Teachers College Press.
- Sleeter, C. E., & Grant, C. A. (2002). Making choices for multicultural education: Five approaches to race, class and gender. New York: John Wiley & Sons.
- Souto-Manning, M. (2010). Freire, teaching, and learning: Culture circles across contexts. New York, NY: Peter Lang.
- Suárez-Orozco, C., & Suárez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
- Tavin, K. M. (2003). Wrestling with angels, searching for ghosts: Toward a critical pedagogy of visual culture. Studies in Art Education, 44, 197–213.
- Vertovec, S. (2011). The cultural politics of nation and migration. Annual Review of Anthropology, 40, 241–256. doi:10.1146/annurev-anthro-081309-145837
- Young, L., & Barrett, H. (2001). Adapting visual methods: Action research with Kampala street children. The Royal Geographical Society, 33, 141–152.