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：本研究针对通过平权行动（affirmative action）入读高校的非裔后裔与原住民大学生的学术素养（academic literacy）实践展开分析。本研究属于定性研究，数据来源包括两所拉丁美洲大学的师生访谈资料，以及学生的本科毕业论文。在高等教育跨文化政策的语境下，本研究重点探讨学生如何运用创造性策略颠覆权力关系与知识殖民性（coloniality of knowledge），所采用的策略涵盖自民族志（autoethnography）、文化互渗（transculturation）、批判、协作、双语能力、中介、控诉、本土表达、替代性方案与想象重构（reconstruction of the imaginary）。对上述策略的分析揭示了话语挪用、颠覆与复存的完整过程：学生所创造的语言使用方式正是在这一过程中得以建构，以此在自身的学术素养养成路径中实现对知识殖民性的颠覆。