探索哥伦比亚青少年在其农村社区的多元文学创作

Tatiana Becerra-Posada, Emily Mannard
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引用次数: 1

摘要

对农村语言学习者校外扫盲实践的不足看法已渗透到全球正规教育和语言政策中。例如,经济合作与发展组织(OECD)等政府间组织经常把全球南部国家的农村学习者描绘成有识字缺陷的人,如果他们的语言技能与学校重视的实践不一致的话。这些不足的表述往往被用作一种策略,压制农村学生的读写能力和语言传统,并将其排除在教育政策和课程之外。在本文中,作者(均为研究青少年不同读写能力实践的语言教育工作者)旨在解决和消除此类问题性遗漏。根据社会文化和多元识字框架,我们分析了两个半结构式访谈和随附的人工制品,以介绍一位 14 岁的哥伦比亚农村青少年每天所从事的识字活动。研究结果揭示了在正规学习环境之外磨练出来的各种语言实践,包括基于家庭的扫盲、口语和体现形式的交流、利用多模态文本进行分析和创作,以及利用数字文本发展批判性技能,以质疑国家权力关系和塑造积极分子身份。作者讨论了扩大扫盲视野的益处--尤其是对教育工作者而言--希望能为基于公平的研究做出贡献,倡导在正规学习空间中承认和包容农村学生的乡土文学能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring One Colombian Adolescent’s Diverse Literacies in his Rural Community
A deficit view of rural language learners’ out-of-school literacy practices has permeated formal educational and language policy globally. Intergovernmental organizations like the Organisation for Economic Co-operation and Development, for instance, have often portrayed rural learners in Global South countries as having literacy deficits if their language skills are not in alignment with the practices valued in school contexts. These deficit representations are often instrumentalized as a tactic to oppress and exclude rural students’ literacies and language traditions from educational policy and curricula. Throughout this article, the authors – both language educators researching young people’s diverse literacy practices – aim to address and combat such problematic omissions. Following a sociocultural, multiliteracies framework, we analyzed two semi-structured interviews and accompanying artifacts to feature the literacies that a 14-year-old rural Colombian youth engages with daily. Results illuminate the myriad language practices honed outside of formal learning contexts, including family-based literacies, oral and embodied forms of communication, analyzing and composing with multimodal texts, and developing critical skills with digital texts to question national power relations and forge activist identities. The authors discussed the benefits of an expanded view of literacy – particularly for educators – in hopes of contributing to equity-based research advocating the recognition and inclusion of rural students’ vernacular literacies across formal learning spaces.
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