Anticolonial Theory of Reading and Ontology of the Lesser: Analytical-Methodological Assumptions

Autor/inn/en	González, Aldo Ocampo; Naranjo, Genoveva Ponce
Titel	Anticolonial Theory of Reading and Ontology of the Lesser: Analytical-Methodological Assumptions
Quelle	In: Journal for Critical Education Policy Studies, 20 (2022) 1, S.81-115 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inclusion; Social Justice; Cultural Influences; Foreign Policy; Power Structure; Reading Instruction; Literacy; Social Bias; Language Usage; Written Language + Suchen Sie Ihr Suchwort? Inklusion; Soziale Gerechtigkeit; Cultural influence; Kultureinfluss; Außenpolitik; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachgebrauch; Geschriebene Sprache
Abstract	Discovering the voice of the inclusive can only be heard outside their usual understandings and audibilities sanctioned by their structures of thought and conventional academic wisdom. Inclusion requires knowing the world in a different way. This paper inscribes its activity in the intersectional-ontological-relational contingency 'reading and inclusion'. The intention of thinking anticolonially the blocks of rationality of alphabetic mechanisms, finds a point of connection with the methodology of the oppressed. Its analytical intention consisted in tracing diverse kinds of arguments that would allow thinking the Western alphabetic reason crossed by diverse tensions linked to the political-cultural movement and the historical event called: 'anticolonialism', which has contributed to reinforce a monolingual and universalist conception of cultural action. In order to understand multifactorially the configurations of literate practices through coloniality, it is necessary to recognize the imposition of a world pattern of cultural power that has the capacity to sanction the type of cultural action and linguistic-literary structures that are legitimate and for which collectivities, submerging multiple linguistic-political and existential structures in the opacity of the act, thus reinforcing a monolingual understanding and a literacy system based fundamentally on a monolingualism that is sometimes inappropriate according to the structures of participation of diverse cultural groups. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01