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Luminous Literacies shares examples of teachers and educators using
local knowledge to illustrate literacy engagement and
curriculum-making through scholarly accounts of experiences in
teacher preparation courses, classrooms, and other community spaces
in New Mexico. This edited collection includes chapters focusing on
the teaching of Native American literature to indigenous students
in what used to be an assimilation school; learning to code while
making connections to the bomb-building that was part of New
Mexican history; using graphic novels and text sets that reflect
local identities and concerns; and examining the duality of
querencia/herencia with teachers from across the United States in a
National Endowment of the Humanities-funded project. Teachers
present counter narratives to literacy knowing and learning in
places with extensive colonial histories. These chapters provide
vivid demonstrations of what literacy is, how literacies are
positioned in communities and contexts, and how literacies come
alive as they are taught. This is essential reading for practicing
teachers, teacher education researchers, cultural studies scholars,
and educational leaders.
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