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Article
Publication date: 12 December 2019

Lina Trigos-Carrillo

The purpose of this paper is to investigate the literacy practices of the families and communities of first-generation college students in Latin America, and how community…

Abstract

Purpose

The purpose of this paper is to investigate the literacy practices of the families and communities of first-generation college students in Latin America, and how community and family literacies can inform the understanding of first-generation college students’ identity and cultural values.

Design/methodology/approach

This transnational ethnography was conducted in local communities around three public universities in Mexico, Colombia and Costa Rica. Participants included nine fist-generation college students and more than 50 people in their families and communities (i.e. relatives, parents and friends). Data gathering occurred at the university outside the formal space of the classroom, at home, and in the community. Data were interpreted through the lens of the community cultural wealth framework.

Findings

The author found that first-generation college students and their families and communities engaged in rich literacy practices that have been overlooked in policy, research, and media. It is argued that the concept literacy capital is necessary to acknowledge the critical literacy practices communities engage in. Literacy capital was manifested in these communities to preserve cultural traditions, to sponsor literacy practices and to question and resist unjust sociopolitical circumstances.

Practical implications

The findings of this study should inform a culturally sustaining pedagogy of academic literacies in higher education. Beyond asset-based approaches to academic literacies in Latin America, critical perspectives to academic literacies teaching and learning are needed that acknowledge the Latin American complexities.

Originality/value

These findings are significant because they unveiled how people in local communities were informed about the sociopolitical dynamics at the national and international scale that affected or even threatened their local culture, and how they used their literacy capital to react critically to those situations.

Details

English Teaching: Practice & Critique, vol. 19 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

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Article
Publication date: 6 April 2020

Meghan E. Barnes and Julianna Avila

Abstract

Details

English Teaching: Practice & Critique, vol. 19 no. 1
Type: Research Article
ISSN: 1175-8708

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