Harnessing Cultural Epistemology in Literacy Studies: Take a Walk In My Shoes

Authors

• Isela Almaguer, The University of Texas Rio Grande ValleyFollow

Document Type

Article

Publication Date

12-2022

Abstract

The influence of our increasingly culturally and linguistically diverse school age population is experienced throughout our educational system. Teachers diversify their pedagogical practices to best meet students’ needs in their classrooms, thereby amplifying the importance of valuing culturally and linguistically diverse learners’ rich and plentiful cultural knowledge. It is essential to expand our literacy lens to include multifaceted and multidimensional opportunities which acknowledge and respect the cultural and linguistic learner diversity that reverberates across cultures. Engaging students in culturally relevant pedagogy accelerates learning by helping students make connections to concepts and topics. The impact is twofold as culturally relevant pedagogy positively affects socio emotional learning by recognizing students ability to use their cultural capital in learning. Ultimately, centering cultural epistemology in literacy studies allow us to begin to see what it is to walk in someone else’s shoes.

Comments

Copyright © 2022 by authors and IBII. This work is licensed under the Creative Commons Attribution International License (CC BY 4.0).

Recommended Citation

Almaguer, I. (2022). Harnessing Cultural Epistemology in Literacy Studies: Take a Walk in My Shoes. Journal of Education and Social Development, 6(2), 9-15. https://doi.org/10.5281/zenodo.7241798

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Publication Title

Journal of Education and Social Development

DOI

10.5281/zenodo.7241798