Land‐based literacies in local naturecultures
Walking, reading, and storying the forests in rural Colombia
Bibliographic Data
| ID | 15016752 |
|---|---|
| Authors | Tatiana Becerra-Posada (0000-0003-3156-6907, Faculty of Education McGill University Montreal Quebec Canada, corresponding author), Christian Ehret (0000-0002-7589-1974, School of Education University of North Carolina at Chapel Hill Chapel Hill North Carolina USA) |
| Year | 2024 |
| Volume | 68 |
| Issue | 2 |
| Pages | 162-177 |
| Publication date | 2024-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.1375 |
| OpenAlex | W4400307445 |
| Language | EN |
| Citations received | 1 |
| References cited | 26 |
Land‐based literacies scholars have worked to expand understandings of literacies to include often marginalized cultures who understand literacy as resulting from human and more‐than‐human relations. In this article, we contribute to this broadening of literacies with an analysis of how nature influences the meaning‐making practices of rural, subaltern communities in the Global South. Our inspiration stems from indigenous scholars who have advanced indigenous and relational epistemologies, seeking to bridge the nature/culture divide that remains prevalent in Western thinking. The central question that guides this article is: How are Land‐based literacies produced through the felt and sensed relationships with nature, history and culture in the Callemar community? Drawing on micro‐analysis of participant‐generated video data from two walks with Colombian youth and adults from the Callemar community, we illustrate ways naturecultures, specifically the assemblages of Land, collective memory and cultural practices, produce Land‐based literacies. We describe Land‐ walking, including forest‐ and creek‐crossing practices, as literacies that require reading and meaning‐making with the Land, and that which allow individuals to relate to other beings and thrive in the changing landscape of their rural community. Our description and discussion of Land‐based literacies in this rural community poses important implications for informing pluriversal literacies pedagogies that draw on local knowledges and contexts to make literacy learning more relevant and equitable. Furthermore, we describe the relevance of Land‐based literacies for sustainable stewardship of the Land during times of drastic environmental change
Geography · Literacy · Pedagogy · Political science · Reading (process · Sociology · Education in Rural Contexts · Geography and Education Methods · Indigenous Cultures and Socio-Education · Psychology
“Look It, This is how You Know
Learning by Observing, Pitching in, and Being in Relations in the Natural World
Land as Interlocutor
Walking methodologies in a more-than-human world
Pluriversal planning scholarship
Pluriversal Literacies
Kids, raccoons, and roos
Nature-culture constructs in science learning
Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land
The walking interview
Política pluriversal
Who's Asking
Doing Sensory Ethnography
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |