Centering Nepantla Literacies from the Borderlands: Leveraging "In-Betweenness" toward Learning in the Everyday

Autor/inn/en	Lizárraga, José Ramón; Gutiérrez, Kris D.
Titel	Centering Nepantla Literacies from the Borderlands: Leveraging "In-Betweenness" toward Learning in the Everyday
Quelle	In: Theory Into Practice, 57 (2018) 1, S.38-47 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lizárraga, José Ramón)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2017.1392164
Schlagwörter	Multiple Literacies; Hispanic American Students; Bilingual Students; Literacy Education; Self Concept; Language Usage; Self Expression; Case Studies; Student Centered Learning; Technology Uses in Education; Educational Practices; Elementary School Students; Grade 2; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Selbstkonzept; Sprachgebrauch; Ausdruck; Case study; Fallstudie; Case Study; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungspraxis; School year 02; 2. Schuljahr; Schuljahr 02; Kalifornien
Abstract	This article argues that building powerful literacies involves the centering of dispositions and practices that thrive on the boundary--spaces that are not always sanctioned as educational. Leveraging youths' repertoires is particularly important for educators of nondominant learners who are committed to challenging characterizations of their students as being inept or deficient. To this end, we address how the design of learning opportunities that attend to polylingual repertoires (Gutiérrez, Bien, Selland, & Pierce, 2011)--the use of multiple languages and forms of expression---can open up opportunities, pathways, for youth to leverage new identities as resources for consequential learning. We advance the idea of organizing learning environments where youth playfully negotiate their nepantla identities that are often in a "state of perpetual transition" (Anzaldúa, 1999, p. 100). We argue that nepantla literacies, or literacies that thrive in the boundary, emerge through negotiations with syncretic (Gutiérrez, 2014) literacies--those that are valued in the academy and across spaces and communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01