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This volume examines the ways in literacy has been used as a weapon
and a means for settler colonialism, challenging colonized
definitions of literacy and centring relationships as key to
broadening understandings. It begins by confronting the multiple
ways that settler colonialism has used literacy and definitions of
literacy as a gatekeeper to participation in society. In response
to settler colonialism’s violent acts of extraction,
displacement, and replacement enacted upon the land, the resources,
the people, and understandings of literacy, the editors propose a
unique approach to decolonizing understandings of literacy through
a triangulation of disruption, reclamation, and remembering
relationships. This is enacted and explored through a range of
diverse chapter contributions, written in the form of stories,
poems, art, theatre, and essays, allowing the authentic voices of
the authors to shine through, and opening up the English language
arts as a space for engagement and interpretation with divers,
racialized understandings of literacy. Disrupting Eurocentric,
colonized understandings that narrowly define literacy as reading
and writing the colonial word, and advancing the movement to
decolonize education, it will be of key interest to scholars,
researchers and educators with interest in literacy education,
decolonizing education, anti-racist education, inclusive education,
land-based literacy, and arts-based literacy.
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