Faith practices as literacy learning and identity construction opportunities for Afghan Muslim children

Abstract

Faith practices contribute to diverse learning areas in early years. This qualitative case study, guided by the question ‘In what ways do selected Afghan refugee families implement culturally-specific practices to support the literacy development of their preschool children?’, sought to explore the literacy experiences the Afghan preschool-aged children were exposed to through cultural practices. When analysing the photos, video recordings, questionnaires, interviews and observations, the importance of faith practices as literacy and identity development opportunities emerged as a key finding. The data revealed that faith or religious beliefs of Afghan refugee parents are central to maintain their culture and identity, which shape their parenting skills, provide critical learning experiences for the children and forge their bicultural identity. Furthermore, faith practices in Afghan Muslim families facilitate rich multilingual, multiscriptal and multimodal literacy as well as socialization experiences. These findings suggest the need for holistic approach in educational settings to represent diversity and support children’s sense of belonging to ultimately foster their academic learning.