Doing Rhetoric Elsewhere

Baca, Damián

doi:10.4324/9780367809768-43

Cited by 1 publication

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“…Since many other communities in the Global South share this ontology of nonduality, and epistemologies of relationality and embodiment, their literacies are also different from the graphocentric tradition (see Baca, 2009; García & Baca, 2019; Lyons, 2000). Knowledge can be represented by notches on strings (i.e., Quipus, as practiced by many ancient communities in Andes, and used by Incas to keep records for their empire 1100 AD onward); etching or painting in caves (as done by prehistoric aborigines everywhere); smoke patterns (as used on the Great Wall to protect ancient China since 220 BC); inscriptions on elevated rocks (i.e., “rune stones,” as done by Vikings in Scandinavia since 4th century AD or in Tamil kingdoms from 5th century BCE); drawing of local knowledge, memories, or information on bodies, trees, and on the ground (i.e., “dreaming” by the aborigines in Australia, with those from 60000 years ago now identified); the hieroglyphics in which the characters were pictures sculpted in stone in 1st century BCE Egypt; the different traditions and cultural meanings in the calligraphy of Arabic from medieval times; and inscription of knowledge and values in masks and functional artifacts in precolonial sub‐Saharan Africa.…”

Section: Indigenous Literaciesmentioning

confidence: 99%

Decolonizing Academic Writing Pedagogies for Multilingual Students

Canagarajah

2023

TESOL Quarterly

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This article discusses how academic writing pedagogies for multilingual students can be transformed by the literacy traditions that these students bring to North American classrooms. This is an embodied and personal rendition, situated in the author's South Asian literacies as illustrative of Global South traditions, and draws from his own empirical research and teaching practices for writing instructors in TESOL. Informed by developments in decolonization, the article highlights the principles of embodiment and relationality as significant for Indigenous and Southern communities, and contrasts them with texts being treated as autonomous and instrumental in the European tradition. It reviews the different pedagogical models in the disciplinary field of “L1 composition,” which also influence academic programs labeled as “L2 composition,” to demonstrate how recent revisions to accommodate social and material influences are still influenced by Eurocentric epistemological values of logocentrism, cognitivism, and individualism. After reporting from the author's study of scientific research writing to illustrate how its entextualization demonstrates the distributed practice of diverse social networks, material resources, and semiotic repertoires across expansive space and time, the article recommends an ecological writing pedagogy that draws from situated learning and embodied apprenticeship as practiced by Southern communities. (Translations of abstract in https://www.iris‐database.org/details/rV5zj‐95Z8L).

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Section: Indigenous Literaciesmentioning

confidence: 99%

Decolonizing Academic Writing Pedagogies for Multilingual Students

Canagarajah

2023

TESOL Quarterly

View full text Add to dashboard Cite

show abstract

Doing Rhetoric Elsewhere

Cited by 1 publication

References 1 publication

Decolonizing Academic Writing Pedagogies for Multilingual Students

Decolonizing Academic Writing Pedagogies for Multilingual Students

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