Abstract
Research indicates that when students’ identities are affirmed in micro-interactions between themselves and teachers, they are more likely to invest themselves academically (Cummins, 2001). Aboriginal students faced with pedagogical materials that negatively represent their culture are loath to invest themselves in their schooling. This reflection on practice describes the implementation of a dual language book project designed to produce positive identity texts to counter damaging representations of marginalized group members. The participant-authors were Aboriginal parents who wrote books intended for their preschool-aged children in their ancestral language and English. These parents created identity texts to reflect their children’s identities back to them in a positive light (Cummins, this volume) and, in so doing, they engaged in a form of “decolonized writing.”
- Journal
- Writing and Pedagogy
- Published
- 2011-12-28
- DOI
- 10.1558/wap.v3i2.289
- CompPile
- Search in CompPile ↗
- Open Access
- Closed
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
Cites in this index (0)
No references match articles in this index.
Related Articles
-
Computers and Composition Jun 2026Julie Townsend; Melanie Gagich
-
Computers and Composition Jun 2026“Article laundry” or “tutor in pocket?”: Multilingual writers’ generative AI-assisted writing in professional settings ↗Qianqian Zhang-Wu
-
Business and Professional Communication Quarterly Mar 2026Anna Krispin; Mark Pluymaekers; Dominik Mahr
-
Written Communication Mar 2026Matthew Overstreet; Silvia Vaccino-Salvadore; Diana Akhmedjanova
-
Argumentation Mar 2026Between Rationality and Self-protection: Student-Constructed Arguments on Fast Food Consumption and Antibiotic Overuse as Public Health Issues in Biology Education ↗Eliza Rybska; Michał Klichowski; Costas P. Constantinou; Barbara Jankowiak