ERIC Number: EJ1168247
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Centering Nepantla Literacies from the Borderlands: Leveraging "In-Betweenness" toward Learning in the Everyday
Lizárraga, José Ramón; Gutiérrez, Kris D.
Theory Into Practice, v57 n1 p38-47 2018
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A