Pluriversal Literacies in Colombia: Honoring Ancestral Knowledges and Land-Based Literacies in the Rural School Curricula
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| Title: | Pluriversal Literacies in Colombia: Honoring Ancestral Knowledges and Land-Based Literacies in the Rural School Curricula |
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| Language: | English |
| Authors: | Tatiana Becerra-Posada (ORCID |
| Source: | Reading Research Quarterly. 7975384 2026 61(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Rural Schools, Indigenous Knowledge, Literacy, Place Based Education, Secondary School Curriculum, Spanish, English (Second Language), Colonialism, School Community Relationship, Language Teachers, Secondary School Teachers, Secondary School Students |
| Geographic Terms: | Colombia |
| DOI: | 10.1002/rrq.70089 |
| ISSN: | 0034-0553 1936-2722 |
| Abstract: | This study examines one of the author's community-based research experiences in a rural village of the Colombian Caribbean, collaborating with teachers, students, and local leaders to learn about the local reading and meaning-making practices that community members depend on to thrive in the tropical dry forest they inhabit. These individuals, including artisans, farmers, and ancestral knowledge holders, shared sensory and ecological understandings--of smells, colors, and forms--that secondary Spanish and English language teachers later integrated into their curricula and classroom practices. Acknowledging such epistemic diversity requires educational practices that move beyond Western-centric ideals and methodologies. This study employs a pluriversal literacies framework to expand conceptualizations of literacy education and to challenge the coloniality embedded in dominant educational systems. Grounded in participatory and community-based research, the project emphasizes relationality and interdependence with the land through community walks and dialog sessions as data co-generation methods. These nonhierarchical methods enable community members to guide the research process and co-construct knowledge. Findings highlight the emergence of local, land-based literacies and demonstrate how these can inform more contextually relevant curricular practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503790 |
| Database: | ERIC |
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