Finding Max's wolves: Literacy socialization in the margins

Area of Science:

• Sociocultural linguistics
• Educational ethnography
• Literacy studies

Background:

• Sociocultural framework in language and literacy research emphasizes student strengths for equity.
• Previous work has not fully addressed the complexities of marginalization processes in research and practice.
• Literacy socialization and syncretic literacy offer frameworks for understanding children's diverse literacy practices.

Purpose of the Study:

• To examine the in- and out-of-school literacy socialization practices of a Chilean-Canadian child.
• To analyze how a child's Indigenous identity was expressed through literacy in a bilingual program.
• To explore the role of syncretic literacy in authoring identity in educational spaces.

Main Methods:

• A year-long ethnography with a seven-year-old Chilean-Canadian boy and his family.
• Close examination of literacy socialization practices at home, school, and in transit.
• Thematic analysis of literacy practices, focusing on the incorporation of the wolf figure.

Main Results:

• The child's Indigenous identity was often overshadowed by his Chilean heritage in the Spanish bilingual program.
• The child actively incorporated the wolf figure into his literacy practices across various contexts.
• The child utilized syncretic literacy experiences to assert his Indigenous identity in both formal and informal learning environments.

Conclusions:

• Examining syncretism in children's literacy practices is crucial for understanding identity formation.
• Recognizing and valuing diverse literacy socialization can foster more inclusive educational settings.
• This approach can inform more ethically, emotionally, and culturally responsive language education.