Teacher education in a racialized society: an interview with Gloria Ladson-Billings

Weschenfelder, Viviane Inês

doi:10.1590/s1413-24782019240044

Rev. Bras. Educ.

2019

DOI: 10.1590/s1413-24782019240044

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Teacher education in a racialized society: an interview with Gloria Ladson-Billings

Viviane Inês Weschenfelder

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Initial Literacy Teaching of Indigenous Children

Costa

Pereira

Macedo

2020

Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms

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This chapter presents a pedagogical design for the language and literacy learning of indigenous children within mainstream non-indigenous schools in the municipality of Oiapoque, located in the Federal State of Amapá, Brazil. It describes the linguistic and cultural diversity that characterizes the area followed by the outline of the key tenets underpinning the educational policy that frames language and initial literacy education in indigenous communities. The chapter then problematizes the case of migrant indigenous children in urban schools, where there is no specific legal protection for their linguistic and literacy education. In response to this shortcoming, authors present a culturally and linguistically sustaining pedagogy based on the Linguistically Appropriate Practice method, aimed at guiding teachers to educate these children to become bilingual and proud of their cultural heritage. The design is innovative in the context of its application in Brazil and of potential relevance for similar contexts worldwide.

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Initial Literacy Teaching of Indigenous Children

Costa

Pereira

Macedo

2020

Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms

View full text Add to dashboard Cite

show abstract

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Teacher education in a racialized society: an interview with Gloria Ladson-Billings

Cited by 1 publication

References 2 publications

Initial Literacy Teaching of Indigenous Children

Initial Literacy Teaching of Indigenous Children

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