Creating space for a shared repertoire : re-imagining pedagogies to cultivate transcultural and translingual competencies

This chapter begins by outlining recent explorations of transcultural and translingual competencies and the implications these hold for addressing educational equity for marginalised communities. This is followed by presentation of in-school research that adopted pedagogies which located culturally and linguistically diverse students, families and communities as knowledge producers. Further discussion considers how positioning diverse young people and their families as active agents in their own learning offered a counter-narrative to deficit discourses and promoted competence and confidence that facilitated learning and community partnerships.