Centering Nepantla Literacies from the Borderlands
Leveraging "In-Betweenness" Toward Learning in the Everyday
Bibliographic Data
| ID | 4256253 |
|---|---|
| Authors | José Ramón Lizárraga (0000-0001-6803-2234, University of California System, corresponding author), Kris D Gutiérrez (0000-0002-7087-434X, University of California System) |
| Year | 2018 |
| Volume | 57 |
| Issue | 1 |
| Pages | 38-47 |
| Publication date | 2018-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2017.1392164 |
| OpenAlex | W2774530102 |
| Language | EN |
| Citations received | 23 |
| References cited | 17 |
This article argues that building powerful literacies involves the centering of dispositions and practices that thrive on the boundary—spaces that are not always sanctioned as educational. Leveraging youths' repertoires is particularly important for educators of nondominant learners who are committed to challenging characterizations of their students as being inept or deficient. To this end, we address how the design of learning opportunities that attend to polylingual repertoires (Gutiérrez, Bien, Selland, & Pierce, 2011)—the use of multiple languages and forms of expression-—can open up opportunities, pathways, for youth to leverage new identities as resources for consequential learning. We advance the idea of organizing learning environments where youth playfully negotiate their nepantla identities that are often in a "state of perpetual transition" (Anzaldúa, 1999, p. 100). We argue that nepantla literacies, or literacies that thrive in the boundary, emerge through negotiations with syncretic (Gutiérrez, 2014) literacies—those that are valued in the academy and across spaces and communities
Interpersonal communication · Leverage (statistics · Negotiation · Pedagogy · Social science · Sociology · Transformative learning · Translanguaging · Computer Science · Indigenous and Place-Based Education · Indigenous Cultures and Socio-Education · Multilingual Education and Policy
Working through contradictions
Bridging the Self’s worlds
Old Problem, New Perspectives
Pocket Writing
Silencing Invisibility
Dis/ability as Mediator
The Wretched of the Research
Interrogating the notion of giving voice
Hope Against Hope
To Pertenecer or to Belong
No Todo Lo Que Pintan Es Real”
Crossing Borders
What Does Social Justice Look Like in the United States? Critical Reflections of an English Language Classroom on a Field Trip
Toward a Critical Latinx Pedagogy
Essential constructs in the preparation of inclusive bilingual education teachers
This is What I go Through’
Queering Disciplinary Languages
Using Afrocentric praxis as loving pedagogies to sustain black immigrant racial identities
Bilingual pre-service teachers’ evolving conceptualizations about curriculum as a hybrid space through multimodal learning experiences
Everyday Stories for Everyday People
AlgoRitmo Literacies In Gaming
Gaming Literacies
Characterizing Competing Tensions in Black Immigrant Literacies
Pedagogies from Nepantla
The Cultural Nature of Human Development
Replacing Representation With Imagination
Social Design Experiments
Ethnography in/of the World System
Relational Equity as a Design Tool Within Making and Tinkering Activities
Rethinking diversity
Spanglish as Literacy Tool
Developing understanding of the idea of communities of learners
Cultural Ways of Learning
Chicana/LatinaTestimonios
Developing a Sociocritical Literacy in the Third Space
| Citations per year | 3.83 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |