Drawing on examples from classroom practice, this article explores implications of regarding multiliteracies pedagogy in early childhood settings as relationally and culturally situated. The author argues that investigating human dimensions of multiliteracies pedagogy involves interrogating assumptions about children and their capacities—viewing their cultural legacies and languages as powerful resources for teaching and learning, embedded in social contexts and relationships—as well as teachers—considering their positions in classrooms as sites from which theories of literacy learning can not only be applied, but also developed.
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