On children as syncretic natives: Disrupting and moving beyond normative binaries

The author reports that, historically, US schools have failed multicultural and multilingual children of color and marginalized expansive conceptualizations of home and community literacy practices. Given the importance of fully inclusive education, this article seeks to understand the ways in which young multilingual and multicultural children take up issues of educational success and inclusion through translinguistic oral narratives. The author suggests incoherencies in the construction of normative educational binaries and what counts as educational success. Implications point to the need for teachers to learn how to disrupt and move beyond normative binaries in order to see the brilliant syncretic practices of young children from multicultural and multilingual backgrounds, fashioning more fully inclusive curricula and teaching with the acknowledgement and recognition that children are syncretic natives who bring knowledge and expertise that can greatly enrich classroom opportunities for them.

Souto-Manning, Mariana. (2013). On children as syncretic natives: Disrupting and moving beyond normative binaries. Journal of Early Childhood Literacy, 13, 371-394.

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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