Co-Constructing Land-Based Curricula for Additional Language and Literacies Learning in a Rural Community

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Abstract

This study addresses the negative impacts of colonial, universalized literacy models that disregard rural learners’ vernaculars and local knowledges, thus, negatively impacting Additional Language (AL) education in marginalized, rural communities of Colombia. This study inquires 1. What are the local, land-based knowledges and literacies that exist in a rural community in northern Colombia? 2. How do members of a rural community reframe their understandings of local, land-based knowledges and literacies as assets for thriving in the world? 3. What role do these understandings of land-based knowledges and literacies have on decolonizing the language curricula? Drawing on community-generated video data, we describe the land-based literacies honored in this community and share the co-constructed land-based curricular developments for decolonizing AL education.

Author

• Tatiana Becerra Posada, McGill University