The dominant group refers to the group with power to which privilege and control are ascribed.
Published in Chapter:
Critical Considerations for Advancing Gender and Racial Literacies: An Intersectional Approach
Petra A. Robinson (Louisiana State University, USA) and Maja Stojanović (Louisiana State University, USA)
Copyright: © 2022
|Pages: 21
DOI: 10.4018/978-1-7998-9567-1.ch001
Abstract
As the dialog related to diversity, equity, and social justice expands, especially amidst particularly turbulent times for people with traditionally excluded identities, it is important to contemplate the role of education, be it formal, non-formal, or informal, in advancing multiple non-traditional literacies that can help promote diversity, equity, and inclusion. The purpose of this chapter is to broaden our conceptualization of the term literacy and to focus specifically on two non-traditional literacies which are not only increasingly present in our academic and everyday lexicon, but also in everyday social life and educational practice. In this chapter, the authors discuss how these two non-traditional literacies, racial literacy and gender literacy, are defined and specifically describe how two literacy experts (a scholar and a practitioner) support the practical advancement of these literacies. Through a critical lens situated in diversity, equity, and inclusion work, the chapter centers on how gender and racial literacies can best be promoted and advanced in today's globalized world.