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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| Authors: | Becerra‐Posada, Tatiana1 (AUTHOR) tatianabecerra@correo.unicordoba.edu.co, Palacios, Nancy2 (AUTHOR), Ramos, Marcela3 (AUTHOR) |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Apr2026 Supplement 1, Vol. 61, p1-18. 18p. |
| Subject Terms: | *Rural schools, *Environmental literacy, *Curriculum implementation, Community-based participatory research, Traditional ecological knowledge, Rural conditions |
| Geographic Terms: | Colombia |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. 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: | 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 19362722 |
| DOI: | 10.1002/rrq.70089 |
