This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive and ground-breaking work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - Space and literacy - Disabilities and early childhood literacy - Digital literacies - Indigenous literacy - Play and literacy - Policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy, including perspectives; literacy in families, communities and cultures; making meaning; literacy in preschool settings and schools, and various research methodologies. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. This Handbook is essential for BA QTS students; MEd in Literacy students; PhD students; undergraduate, postgraduate and CPD students; researchers, and literacy-centre personnel. Anyone involved in Early Years education and teaching reading and writing will find it illuminating.
Chapter 14: Critical Indigenous Literacies
Critical Indigenous Literacies
What are critical Indigenous literacies? What does one mean by ‘Indigenous’? What does one mean by ‘literacies’? Why is literacy pluralized, and why is ‘critical’ necessary? What does it mean to be literate? As the set of questions demonstrate, there is a lot to unpack in the title of this chapter: ‘Critical Indigenous literacies.’ Unpacking it means going beyond the discipline of education into American Indian and Indigenous studies and situating the chapter in an historical and political context.1
The Civil Rights movement of the 1960s led to the development of multicultural education. In the 1980s and 1990s, critical multiculturalists pointed to its weaknesses. Taxel (1995: 155) described a trend toward addressing ‘the interests, concerns, and experiences of individuals and groups ...