#3881. Literacy and Identity Development of Indigenous Rukai Children

September 2026publication date
Proposal available till 14-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Language and Linguistics;
Education;
Places in the authors’ list:
place 1place 2place 3place 4
FreeFreeFreeFree
2350 $1200 $1050 $900 $
Contract №3881.1 Contract №3881.2 Contract №3881.3 Contract №3881.4
1 place - free (for sale)
2 place - free (for sale)
3 place - free (for sale)
4 place - free (for sale)

Abstract:
This research examines the development of literacy and identity for young children using ethnographic methods and the theories of multiple literacies, Indigenous knowledge, and identity construction, and it provides insights into the incorporation of Indigenous knowledge and literacies to create hybrid literacy spaces. Focused-upon participants included four 6-year-old children—two who lived in a city and two who lived in a village—and their families and teachers. We found that all children learned literacies in culturally meaningful contexts that involved stories and hybrid literacy practices, Indigenous foods, religious activities, traditional life skills, Indigenous language, and multiple forms of text. The two city children developed knowledge and literacies through performance-based contexts, whereas the village children learned through authentic contexts observing farming and hunting.
Keywords:
Cultural identity; hybridity; Indigenous knowledge; multiple literacies

Contacts :
0