A University Reading and Writing Course for Indigenous Students: A Permanency Policy in the Field of Languages and Literacies

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DOI

This chapter presents a university course’s project-based curriculum for indigenous students in Brazil, which aims to work with academic literacies. The course’s sociohistorical context—the elaboration of permanency policies in the field of languages and literacies in higher education settings—is presented, along with its theoretical grounding: academic literacy studies. We explain how the project work is suited to putting course-design principles into practice through activities that consider students’ identities, their previous knowledge and their cultural background. We also explore the potential opportunity to establish relations between indigenous traditional knowledge and academic knowledge.
Original languageEnglish
Title of host publicationRoutledge Handbook of Language Education Curriculum Design
EditorsPeter Mickan, Ilona Wallace
Number of pages17
Place of publicationNew York
PublisherRoutledge
Publication yearFeb 2020
Pages127-143
Chapter9
ISBN (print)9781138958579
ISBN (Electronic)9781315661032
DOIs
Publication statusPublished - Feb 2020

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