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Additional resources for Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism (Critical Language and Literacy Studies, Volume 8)
Especially because you think ‘you never know what the level of these people around you is’. So you get intimidated; mostly because the moment you enter in a museum you see the difference in the people there: you see only brain people, smart people, students. I mean, you think ‘if I ask a question, maybe everyone laughs at me’. Alberto represents the majority of working class Mexicans who have been labeled and self-labeled as ‘timid’, ‘unskilled’, ‘inarticulate’ or ‘illiterate’ by the very educational institutions and discourses that claim to work in support of their education.
Indb 31 3/24/2010 6:29:12 PM 32 Part 1: Winds them to develop a sense of critical consciousness, agency and active citizenship. Yet, rather than assuming that literacy and schools are inherently good for dominated groups to develop their own voices, I argue that these trajectories of the learning of actual individuals can inform us about which learning theories and practices contribute to silence them, and which ones encourage and support their growth as speakers, writers and thinkers. From this perspective, voice and silence refer to both oral and written forms of expression.
You know, you forsake who you are, you give up having to learn Navajo . . You’re having to give all that up, in order to accommodate the mainstream life . . and many times, the older people will encourage English so they [youth] can make it in the Whiteman’s world. . Like I said, for me, it kind of confused me. e. White) English in order to succeed in schools. e. the dominant White middle-class dialect) was perceived by his informants as a form of subtractive bilinguism, that is, a loss of their mother dialect (known in the US as Ebonics or African American Vernacular English).