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date: 10 July 2020

Abstract and Keywords

The failure of literacy studies to explicitly challenge graphocentrism, the ideology that privileges alphabetic forms of literacy, have made this body of research complicit in the continued reproduction of the logic of coloniality that universalizes a Western epistemology related to literacy. In order to challenge this logic of coloniality, literacy studies must explore (1) conflicting epistemologies relating to conflicting concepts of language, culture, and literacy, and (2) unequal power relationships and their epistemological consequences. One way of doing this is to challenge the assumption that homogeneity precedes heterogeneity and instead to explore the ways that heterogeneity is eliminated as part of the continued reproduction of the logic of coloniality. Doing so opens up spaces for thinking otherwise where new understandings and meanings related to literacy can emerge.

Keywords: graphocentrism, coloniality, epistemology, literacy, power

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