Μεταναστευτικές ταυτότητες και κριτικός γραμματισμός: Μια απόπειρα συσχετισμού τους

Abstract

Critical approaches to literacy underline the importance of students’ ability to trace linguistic and social inequality. They also underline the importance of students’ awareness of different –and often conflicting– perspectives on social reality. Based on these assumptions, we attempt to show how school essays written by immigrant students, whereby complex identities are constructed, could be exploited in the framework of critical literacy programs and, particularly, of programs contributing to a culturally sustaining pedagogy. More specifically, we trace and analyze complex identities in immigrant students’ essays that show their intention to legitimize themselves as members of the host community and simultaneously resist the assimilationist and monocultural pressures of the majority. We argue that such texts could enrich all students’ sociocultural experiences and enhance their awareness of social inequality as imposed by monolingual and monocultural ideologies.