Activist Literacies: Validating Aboriginality through Visual and Literary Identity Texts

Autor/inn/en	Montero, M. Kristiina; Bice-Zaugg, Cassandra; Marsh, Makwa Oshkwenh-Adam Cyril John; Cummins, Jim
Titel	Activist Literacies: Validating Aboriginality through Visual and Literary Identity Texts
Quelle	In: Journal of Language and Literacy Education, 9 (2013) 1, S.73-94 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-9035
Schlagwörter	Foreign Countries; Activism; Indigenous Populations; Research Methodology; High School Students; Urban Schools; Artists; Residential Programs; Ethnocentrism; Self Expression; Art Activities; Emotional Response; Literary Devices; Canada + Suchen Sie Ihr Suchwort? Ausland; Aktivismus; Politischer Protest; Sinti und Roma; Research method; Forschungsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Artiste; Artist; Künstler; Künstlerin; Sozialer Wohnungsbau; Ethnozentrismus; Ausdruck; Künstlerische Tätigkeit; Emotionales Verhalten; Literaturarbeit; Kanada
Abstract	Framed at the intersection of activist and Indigenous research methodologies, this article explores the way two First Nations senior high school students made sense of their visual and literary identity texts (Cummins & Early, 2011). An Ojibwe artist-in-residence at an urban secondary school in southwestern Ontario and a university-based researcher facilitated the creation of these texts, which helped students form concrete understandings of their life experiences as rooted in social, cultural, political, and historical understandings. Dialoguing about students' visual and literary identity texts proved to be an innovative and engaging way to explore what it means to place Aboriginal students' identities at the center of the curriculum. Insights into the students' experiences are detailed in terms of context, process, output, and impact. (Contains 4 figures and 6 footnotes.) (As Provided).
Anmerkungen	Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10