Finding Max’s wolves: Literacy socialization in the margins

For decades, language and literacy scholars working within a sociocultural framework have laboured to bring attention to the strengths of marginalized students in an effort to create more inclusive and equitable learning environments (e.g., Cummins, 2000 ; Dyson, 1997 ; González et al., 2005 ; Heath, 1983 ). While this work has moved the field forward in invaluable ways, it has not consistently engaged with processes of marginalization as a complex practice, which has produced gaps in our understanding of how we can best address it in research and practice to the benefit of all learners. Drawing on the notions of literacy socialization ( Sterponi, 2012 ) and syncretic literacy ( Duranti and Ochs, 1996 ; Gregory et al., 2013a ), in this paper I conduct a close examination of the in- and out-of-school literacy socialization practices of Max Calfu, a seven-year-old Chilean-Canadian boy, over the course of a year-long ethnography that I conducted with his family at their home, at his Spanish-English bilingual public school, and in transit between home and school in a large Western Canadian city. At school, Max’s Indigenous identity was regularly rendered invisible by the cultural capital his Chilean-national heritage held within the Spanish bilingual program ( Calderón and Urrieta, 2019 ). Using thematic analysis ( Saldaña, 2013 ), I demonstrate how Max incorporated the wolf figure into his literacy practices over the course of the research year, considering multiple scales of space and time, and in relation to key mediators. My analysis calls attention to the ways in which he drew on his syncretic literacy experiences to author his Indigenous identity in official and unofficial learning spaces. I conclude the paper by arguing that examining syncretism in children’s literacy practices can lay the foundation for a more ethically, emotionally, and culturally engaged language education.