Rehearsing strategies of the literate arts in the safe houses: trajectories of academic literacy, affirmative actions and knowledge policies

ABSTRACT In this work, we analyze the academic literacy practices of afro-descendent and indigenous university students who entered their institutions through affirmative actions. This research consists of a qualitative study, which is composed of interviews with students and teachers, as well as the students’ undergraduate thesis in two Latin American universities. In the scenario of intercultural policies in higher education, we emphasize ways in which students employ creative strategies to subvert power relations and the coloniality of knowledge, through strategies such as autoethnography, transculturation, criticism, collaboration, bilingualism, mediation, denunciation, vernacular expressions, alternative proposals and reconstruction of the imaginary. The analysis of these strategies identifies processes of appropriation, subversion and re-existence, in which ways of using the language created by students were constituted to subvert the coloniality of knowledge in their trajectories of academic literacy.

摘要
本研究聚焦于通过平权措施（affirmative actions）进入高等院校的非洲裔后裔与原住民大学生的学术素养实践。本研究属于质性研究（qualitative study），数据采集方式包括对师生的访谈，以及两所拉美高校中上述学生的本科毕业论文。在高等教育跨文化政策的语境下，我们着重分析学生如何借助自我民族志（autoethnography）、文化互渗（transculturation）、批判反思、协作互动、双语运用、调解斡旋、批判揭露、本土表达、替代性方案以及想象世界重构等创造性策略，实现对权力关系与知识殖民性（coloniality of knowledge）的颠覆。对上述策略的分析揭示了占有、颠覆与复存的动态过程——学生通过构建自身的语言使用方式，在其学术素养养成轨迹中实现对知识殖民性的颠覆。