Abstract
The purpose of our paper is to focus on two multicultural literacy programs that we have developed in different sites in a major Canadian urban centre. We compare an inner city elementary school and a provincial correctional facility (jail) in order to study two respective literacy programs, as grounded in the experience of marginalized populations, with a view to promoting the transformative reconstruction of the meaning of education for individuals. In this discussion we provide a context for understanding these two educational sites; for examining the pedagogical dimensions of them; and for sharing portraits of our participants both in custody and in the classroom; and, finally, for exploring the interactive, collaborative approach undertaken in our respective programs and in our research together. Through this research inquiry, we, like our participants, have experienced the value of sharing and writing stories about schooling and life experiences from an immigrant/refugee perspective.
We have attempted to illustrate how researchers and their participants can collaborate to create alternatives for encouraging self-expression and discovery in education. Our vision of education is that more attention needs to be given to marginalized individuals and populations in the context of curricular innovations that both enhance and promote literacy development and personal self-esteem. Culturally sensitive literacy programs can have the potential to transform students, teachers, and researchers to become writers of their own educational stories and, moreover, authors of their own lives.
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Feuerverger, G., Mullen, C.A. Portraits of marginalized lives: Stories of literacy and collaboration in school and prison. Interchange 26, 221–240 (1995). https://doi.org/10.1007/BF01435508
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DOI: https://doi.org/10.1007/BF01435508