Beyond the Alienating Alphabetic Literacy: Multiliteracies in Indigenous Education in Mexico

Autor/in	Lopez-Gopar, Mario E.
Titel	Beyond the Alienating Alphabetic Literacy: Multiliteracies in Indigenous Education in Mexico
Quelle	In: Diaspora, Indigenous, and Minority Education, 1 (2007) 3, S.159-174 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
Schlagwörter	Indigenous Populations; Foreign Countries; Literacy; Multilingualism; American Indians; Guidelines; Alphabets; Illiteracy; Alienation; Educational History; Parent School Relationship; Teaching Methods; American Indian Languages; Spanish; Mexico + Suchen Sie Ihr Suchwort? Sinti und Roma; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Mehrsprachigkeit; Multilingualismus; American Indian; Indianer; Richtlinien; Buchstabenschrift; Analphabetismus; Entfremdung; History of education; Bildungsgeschichte; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Mexiko
Abstract	This article proposes a pedagogy of multiliteracies for Mexican indigenous groups. Using the Multiliteracies Framework developed by the New London Group (Cazden, Cope, Cook, Fairclough, Gee, et al., 1996), specifically the notions of "multimodality" and "design," it is argued that many "illiterate" indigenous people are in fact "literate" and that an autonomous view of literacy has alienated indigenous grandparents and parents from schools. A brief history, including the current state of the education of indigenous groups in Mexico, is provided. Using the notions proposed by the New London Group, past and current designs are analyzed to broaden the notion of text and acknowledge the literacies that indigenous people have designed. Finally, this article concludes with a discussion of pedagogical implications. (Contains 1 figure and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10