Cultivating Postcolonial Educational Perspectives through Race-Conscious Multiliteracies

• In Event: Bridging Multilingualism and Multiliteracies

Abstract

Literacy scholars advocate for multiliterate pedagogies to address race and colonialism. This paper examines our implementation of these pedagogies through the experiences of four students. Using a sociocultural and postcolonial framework, we explore the students’ identity, artistic expression, and postcoloniality within community and educational contexts. The findings suggest that students’ engagement with multiliterate curricula fostered their reflection on postcolonial identities, challenged cultural erasure, and embraced a postcolonial perspective within community and school spaces amid urbanization.

Authors

• Lakeya Afolalu, The University of Washington

• Jiaqi Wang, University of Washington