Urban Indigenous Youths' Engagement With Family and Community in Response to Critical Literacies Education

• In Event: Section 1a, Poster Session 1. Literacy: Literacy Processes and Practices

Abstract

The study of critical literacies education (CLE) (Janks, 2014) with Indigenous youth is significant to the development of culturally sustaining/revitalizing pedagogies (McCarty & Lee, 2014) that works towards equity and reconciliation in education (TRC, 2015). Using Gee’s (2003; 2015) Discourses framework and Indigenous ways of knowing (Barnhardt & Kawagley, 2005; Battiste, 2002), the purpose of this paper is to explore how Indigenous youth, school staff, and community members engage in collaborative critical literacies learning and practices. The research took place in an Indigenous Cultural Program located in an alternative high-school in the interior of British Columbia, Canada. The findings highlight the significance of family and community to the collaborative and learning processes in the development of culturally sustaining/revitalizing CLE.

Author

• Alexis Brown, Thompson Rivers University