This study conducted in the Embera Chamí Navera Drua community, located in Darien, Colombia, investigates the impact of children's literature, particularly stories, on strengthening cultural identity and preserving the native language among the community's children. Utilizing a qualitative approach, an ethnographic and participatory action research design was implemented to deeply explore the community's worldview, its educational context, and the sense of cultural belonging developed by the children. The results highlight the importance of intercultural teacher training and the implementation of pedagogical strategies that promote the indigenous worldview through the narrative of stories, which capture the interest and imagination of children. It is concluded that children's stories facilitate the development of a sense of cultural belonging in children, youth, and adults while engaging with their native language. Therefore, it is necessary to train teachers within the community who can link storytelling as a strategy to facilitate the preservation of their language from childhood, allow community participation in preserving their worldview, and contribute to the development of the community's own cultural education.
| Published in | English Language, Literature & Culture (Volume 9, Issue 3) |
| DOI | 10.11648/j.ellc.20240903.12 |
| Page(s) | 63-71 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Community, Identity, Dialect, Culture, Intercultural Education, Worldview
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APA Style
Lozano, S. M. B., Agudelo, D. J. B., Gómez, L. K. R., Gutierrez, M. C. E. (2024). Embera Children's Stories: A Strategy for the Preservation of Language and Cultural Identity in Indigenous Education. English Language, Literature & Culture, 9(3), 63-71. https://doi.org/10.11648/j.ellc.20240903.12
ACS Style
Lozano, S. M. B.; Agudelo, D. J. B.; Gómez, L. K. R.; Gutierrez, M. C. E. Embera Children's Stories: A Strategy for the Preservation of Language and Cultural Identity in Indigenous Education. Engl. Lang. Lit. Cult. 2024, 9(3), 63-71. doi: 10.11648/j.ellc.20240903.12
AMA Style
Lozano SMB, Agudelo DJB, Gómez LKR, Gutierrez MCE. Embera Children's Stories: A Strategy for the Preservation of Language and Cultural Identity in Indigenous Education. Engl Lang Lit Cult. 2024;9(3):63-71. doi: 10.11648/j.ellc.20240903.12
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Download@article{10.11648/j.ellc.20240903.12,
author = {Sandra Marcela Bedoya Lozano and Derly Johanna Bejarano Agudelo and Luz Karime Ramírez Gómez and Maria Clemencia Escobar Gutierrez},
title = {Embera Children's Stories: A Strategy for the Preservation of Language and Cultural Identity in Indigenous Education
},
journal = {English Language, Literature & Culture},
volume = {9},
number = {3},
pages = {63-71},
doi = {10.11648/j.ellc.20240903.12},
url = {https://doi.org/10.11648/j.ellc.20240903.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20240903.12},
abstract = {This study conducted in the Embera Chamí Navera Drua community, located in Darien, Colombia, investigates the impact of children's literature, particularly stories, on strengthening cultural identity and preserving the native language among the community's children. Utilizing a qualitative approach, an ethnographic and participatory action research design was implemented to deeply explore the community's worldview, its educational context, and the sense of cultural belonging developed by the children. The results highlight the importance of intercultural teacher training and the implementation of pedagogical strategies that promote the indigenous worldview through the narrative of stories, which capture the interest and imagination of children. It is concluded that children's stories facilitate the development of a sense of cultural belonging in children, youth, and adults while engaging with their native language. Therefore, it is necessary to train teachers within the community who can link storytelling as a strategy to facilitate the preservation of their language from childhood, allow community participation in preserving their worldview, and contribute to the development of the community's own cultural education.
},
year = {2024}
}
TY - JOUR T1 - Embera Children's Stories: A Strategy for the Preservation of Language and Cultural Identity in Indigenous Education AU - Sandra Marcela Bedoya Lozano AU - Derly Johanna Bejarano Agudelo AU - Luz Karime Ramírez Gómez AU - Maria Clemencia Escobar Gutierrez Y1 - 2024/07/31 PY - 2024 N1 - https://doi.org/10.11648/j.ellc.20240903.12 DO - 10.11648/j.ellc.20240903.12 T2 - English Language, Literature & Culture JF - English Language, Literature & Culture JO - English Language, Literature & Culture SP - 63 EP - 71 PB - Science Publishing Group SN - 2575-2413 UR - https://doi.org/10.11648/j.ellc.20240903.12 AB - This study conducted in the Embera Chamí Navera Drua community, located in Darien, Colombia, investigates the impact of children's literature, particularly stories, on strengthening cultural identity and preserving the native language among the community's children. Utilizing a qualitative approach, an ethnographic and participatory action research design was implemented to deeply explore the community's worldview, its educational context, and the sense of cultural belonging developed by the children. The results highlight the importance of intercultural teacher training and the implementation of pedagogical strategies that promote the indigenous worldview through the narrative of stories, which capture the interest and imagination of children. It is concluded that children's stories facilitate the development of a sense of cultural belonging in children, youth, and adults while engaging with their native language. Therefore, it is necessary to train teachers within the community who can link storytelling as a strategy to facilitate the preservation of their language from childhood, allow community participation in preserving their worldview, and contribute to the development of the community's own cultural education. VL - 9 IS - 3 ER -
Faculty of Education, Minute of God University Corporation -UNIMINUTO, Buga, Valle del Cauca Colombia
Faculty of Education, Minute of God University Corporation -UNIMINUTO, Buga, Valle del Cauca Colombia
Faculty of Education, Minute of God University Corporation -UNIMINUTO, Buga, Valle del Cauca Colombia
Faculty of Education, Minute of God University Corporation -UNIMINUTO, Buga, Valle del Cauca Colombia
