Exploring Indigenous writing and literacies across five continents, this volume celebrates the resilience of Indigenous languages. This book makes a significant contribution to the understanding of the contemporary challenges facing Indigenous writing and literacies and argues that innovative and creative ideas can create a hopeful future for Indigenous writing. Contributions following the themes ‘Sketching the Context’, ‘Enhancing Writing’, and ‘Creating the Future’ are concluded with two reflective chapters evidencing the importance of volume’s thesis for the future of Indigenous writing and literacies. This volume encourages the development of research in this area, specifically inviting the international writing research community to engage with Indigenous peoples and support research on the nexus of Indigenous writing, literacies and education.

Enriched with real-life examples of children's dialogue, artwork, and writing, this eye-opening text gives readers a fresh perspective on literacy development--knowledge they'll use to improve and revitalize literacy programs in early childhood classrooms.

This edited volume brings together diverse perspectives on Australian literacy education for Indigenous peoples, highlighting numerous educational approaches, ideologies and aspirations. The Australian Indigenous context presents unique challenges for educators working across the continent in settings ranging from urban to remote, and with various social and language groups. Accordingly, one of the book’s main goals is to foster dialogue between researchers and practitioners working in these contexts, and who have vastly different theoretical and ideological perspectives. It offers a valuable resource for academics and teachers of Indigenous students who are interested in literacy-focused research, and complements scholarship on literacy education in comparable Indigenous settings internationally.

Indigenous peoples around the world are calling for control over their education in order to reaffirm their identities and defend their rights. In Latin America the indigenous peoples, national governments and international organisations have identified intercultural education as a means of contributing to this process. The book investigates education for and by indigenous peoples and examines the relationship between theoretical and methodological developments and formal practice. An ethnographic study of the Arakmbut people of the Peruvian Amazon, provides a detailed example of the social, cultural and educational change indigenous peoples are experiencing, an insight into Arakmbut oral learning and teaching practices as well as a review of their conceptualisations of knowledge, pedagogy and evaluation. The models of intercultural education being promoted by Latin American governments are, nevertheless, biliterate and school-based. The book analyses indigenous and non-indigenous models based on different conceptualisations of culture and curriculum in the context of the Arakmbut search for an education which respects their dynamic oral cultural traditions and identity, provides them with a qualitatively relevant education about the wider society and addresses the intercultural lives they lead.

The history of writing, or so the standard story goes, is an ascending process, evolving toward the alphabet and finally culminating in the "full writing" of recorded speech. Writing without Words challenges this orthodoxy, and with it widespread notions of literacy and dominant views of art and literature, history and geography. Asking how knowledge was encoded and preserved in Pre-Columbian and early colonial Mesoamerican cultures, the authors focus on systems of writing that did not strive to represent speech. Their work reveals the complicity of ideology in the history of literacy, and offers new insight into the history of writing. The contributors--who include art historians, anthropologists, and literary theorists--examine the ways in which ancient Mesoamerican and Andean peoples conveyed meaning through hieroglyphic, pictorial, and coded systems, systems inseparable from the ideologies they were developed to serve. We see, then, how these systems changed with the European invasion, and how uniquely colonial writing systems came to embody the post-conquest American ideologies. The authors also explore the role of these early systems in religious discourse and their relation to later colonial writing. Bringing the insights from Mesoamerica and the Andes to bear on a fundamental exchange among art history, literary theory, semiotics, and anthropology, the volume reveals the power contained in the medium of writing. Contributors. Elizabeth Hill Boone, Tom Cummins, Stephen Houston, Mark B. King, Dana Leibsohn, Walter D. Mignolo, John Monaghan, John M. D. Pohl, Joanne Rappaport, Peter van der Loo

Examines the impact of social media on three writing-related themes: publics and audiences, presentation of self and groups, and pedagogy at various levels of higher education.

This volume brings together studies of instructional writing practices and the products of those practices from diverse Indigenous languages and cultures. By analyzing a rich diversity of contexts—Finland, Ghana, Hawaii, Mexico, Papua New Guinea, and more—through biliteracy, complexity, and genre theories, this book explores and demonstrates critical components of writing pedagogy and development. Because the volume focuses on Indigenous languages, it questions center-margin perspectives on schooling and national language ideologies, which often limit the number of Indigenous languages taught, the domains of study, and the age groups included.