The author conducted a seven-month ethnography of literacy practices in Mexico in 2003-2004 and returned in 2013 to conduct a follow-up inquiry. This essay traces both the researcher’s disillusionment with traditional, school-based literacy programs, curricula, and assessment consortiums as practiced in many postcolonial countries, and her growing interest in what she calls “ecological literacy.” The study narrates the lives of two Mexican students’ engagements with ecological literacy to argue that literacy as tested and valued in international organizations (PISA, UNESCO, etc.) is highly overrated; indeed, it is a “literacy myth” that success in autonomous literacy has any redeeming effect on the majority of material lives in countries such as Mexico, who suffer from uneven effects of the global
economy. In ecological literacy, students have opportunities for action – affordances that alter lives if perceived and utilized. The author argues for a new narrative about literacy, one that understands literacy as ecological by tracing the embodied and experienced literacies of two students, ultimately elaborating on what literacy might look like if we open ourselves to the multiple literacies of most of the world. This essay also argues that traditional literacy assessments neglect to consider how individuals use literacy to navigate an environment impacted by certain global economic policies.
A Journal of Community-Engaged Writing and Rhetoric