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.