Contributing to Indigenous Literacy: A "Trans" Approach in the Creation of Digital Learning Materials.
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| Title: | Contributing to Indigenous Literacy: A "Trans" Approach in the Creation of Digital Learning Materials. |
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| Authors: | van 't Hooft, Anuschka1 (AUTHOR) avanthooft@uaslp.mx, Romero-Contreras, Silvia1 (AUTHOR) |
| Source: | Journal of Research in Childhood Education. 2025, Vol. 39 Issue 2, p232-246. 15p. |
| Subject Terms: | *Digital learning, *Digital literacy, *Educational resources, *Authentic learning, Language revival |
| Abstract: | Regarding multilingualism and cross-cultural awareness for teaching and learning, a gap remains between research and classroom practice. A vital aspect to bridge this gap lies in creating authentic learning materials, based on solid local involvement, that acknowledge the dynamic and shifting nature of linguistic and cultural practices and sustain children's diverse identities, literacies, and resources. This article presents a methodological proposal to create open educational resources and contribute to digital and traditional literacy learning in Indigenous languages in Mexico. Through a "trans" approach, we propose ways of making materials that honor heterogeneous traditions of Indigenous literacy and other local forms of knowledge and knowledge transfer. In this, we explore new trajectories for children in Indigenous homes to communicate, make meaning, and relate more equitably. In the context of minoritized languages, we also aim to disrupt linguistic inequalities and restore the speakers' sense of ownership of their languages. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Regarding multilingualism and cross-cultural awareness for teaching and learning, a gap remains between research and classroom practice. A vital aspect to bridge this gap lies in creating authentic learning materials, based on solid local involvement, that acknowledge the dynamic and shifting nature of linguistic and cultural practices and sustain children's diverse identities, literacies, and resources. This article presents a methodological proposal to create open educational resources and contribute to digital and traditional literacy learning in Indigenous languages in Mexico. Through a "trans" approach, we propose ways of making materials that honor heterogeneous traditions of Indigenous literacy and other local forms of knowledge and knowledge transfer. In this, we explore new trajectories for children in Indigenous homes to communicate, make meaning, and relate more equitably. In the context of minoritized languages, we also aim to disrupt linguistic inequalities and restore the speakers' sense of ownership of their languages. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02568543 |
| DOI: | 10.1080/02568543.2025.2451069 |
