The Otomí autonomous educational project: supporting children’s literacy and agency Article uri icon

abstract

  • The Otomí Autonomous Educational Project (OAEP) presented in this article arises as a collaborative effort between the academia and the Otomí community based in Mexico City to explore the needs, interest and points of view of children, through their own voices, to find new and culturally appropriate ways to support the development of their literacy and socio-emotional skills while accompanying their social resistance movement. During two full academic years, university students met with 3-to12-year-olds on the street to conduct literacy and play activities such as shared book reading, storytelling, coloring, drawing and writing, following and adapting a family literacy program to the needs and interests of the children. Throughout this experience it became clear that most of their previous school experiences had been negative and produced resistance and distrust in children’s learning. However, from the start of the project the children were eager to participate in the activities, began to gain confidence and soon expanded and improved their repertoire of literacy skills. During the pandemic, the project’s aim changed as the Otomí community took over a public building. So we accompanied and documented children’s understanding and adjustment in this situation. The project is an ongoing process to promote children’s agency and make it visible. Children have been able to improve their self-perception as readers and writers regardless of the negative messages and poor instruction that they receive in school. © 2022, Institute for Education Policy Studies. All rights reserved.

publication date

  • 2022-01-01