Cultural Relevance and Semiotic Inclusion: Advancing the Use of Adinkra Symbols

• In Event: Moscone Center West Roundtable Session 6
  In Roundtable Session: Multimodalities and the Arts in Languages and Literacy Studies

Abstract

There has been no visible study conducted that has delved into the experiences of educators who use Adinkra symbols. The objective of this study was to explore the educators’ experiences of their interactions with Adinkra symbols in instructional delivery. Using a phenomenological approach, 12 educators who use Adinkra symbols in instruction were interviewed. The educators wanted to situate their instruction in culturally responsive frameworks for their learners of primarily African descent. This study is significant to the field of scholarship in that provides insight and knowledge which should guide other educators interested in using Adinkra symbols as a culturally responsive instructional tool, and policy makers interested in enacting policies that promote the well-being and success of learners of African descent.

Author

• Kwadwo Oppong Wadie, University of Illinois at Chicago