Sensory ways to indigenous multimodal literacies : Hands and feet tell the story
Book chapter
Mills, Kathy A. and Dooley, Jane. (2019). Sensory ways to indigenous multimodal literacies : Hands and feet tell the story. In In Rennie, Jennifer and Harper, Helen (Ed.). Literacy education and Indigenous Australians : Theory, research and practice pp. 33-50 Springer Nature Singapore. https://doi.org/10.1007/978-981-13-8629-9_3
Authors | Mills, Kathy A. and Dooley, Jane |
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Editors | Rennie, Jennifer and Harper, Helen |
Abstract | This chapter reports original research that asks the question: What are the ways of knowing, being, and communicating that are valued and practiced in Indigenous communities? Literacy curricula, internationally and nationally, typically do not take into account the multi-sensorial dimensions of non-Western forms of representation that go beyond narrow conceptions of print. For example, literacies are often conceived as drawing on print, visual, spatial, gestural, and audio modes, but the role of haptics and locomotion has typically received little attention. This chapter highlights examples of the multi-sensoriality of Indigenous literacies observed in participatory community research with an Indigenous school. It extends recent theories of sensory studies in the history and cultural anthropology of the senses, applying these principles to literacy education. Sensory literacies is a theoretical perspective that gives priority to the sensorial dimensions of the body and its role in communication in literacy practice, because without a sensing body, we cannot know about or communicate with the world. The data demonstrates how the forgotten role of the hands and feet in dominant theories of communication is central to Indigenous identity and literacies. Written by a white academic with an Indigenous researcher, the chapter problematises the privileging of narrow, logocentric, and Western forms of literacy and its implications for rethinking the role of the whole body in literacy and the literacy curriculum for Indigenous students. |
Keywords | Indigenous communities; sensory literacy practices; cultural identities; meaning making; multimodal practices |
Page range | 33-50 |
Year | 2019 |
Book title | Literacy education and Indigenous Australians : Theory, research and practice |
Publisher | Springer Nature Singapore |
Place of publication | Singapore, Singapore |
Series | Language policy ; volume 19 |
ISBN | 9789811386282 |
9789811386299 | |
ISSN | 1571-5361 |
2452-1027 | |
Digital Object Identifier (DOI) | https://doi.org/10.1007/978-981-13-8629-9_3 |
Scopus EID | 2-s2.0-85103729038 |
Funder | Australian Research Council (ARC) |
Open access | Published as green open access |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Author's accepted manuscript | License All rights reserved File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 22 Oct 2019 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/DE140100047 |
https://acuresearchbank.acu.edu.au/item/88v07/sensory-ways-to-indigenous-multimodal-literacies-hands-and-feet-tell-the-story
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Author's accepted manuscript
AM_Mills_2019_Sensory_ways_to_indigenous_multimodal_literacies.pdf | |
License: All rights reserved | |
File access level: Open |
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