Voices of Indigenous Parents on Learning, Class, and Literacy Practices: Agency, Authority, and Empowerment

المؤلفون

  • Mohd Muzhafar Idrus Faculty of Major Language Studies, Islamic Science University of Malaysia, Bandar Baru Nilai 78100, Nilai Negeri Sembilan, Malaysia.
  • Fariza Puteh-Behak Faculty of Major Language Studies, Islamic Science University of Malaysia, Bandar Baru Nilai 78100, Nilai Negeri Sembilan, Malaysia.
  • Ramiaida Darmi Faculty of Major Language Studies, Islamic Science University of Malaysia, Bandar Baru Nilai 78100, Nilai Negeri Sembilan, Malaysia.
  • Noor Saazai Mat Saad Faculty of Major Language Studies, Islamic Science University of Malaysia, Bandar Baru Nilai 78100, Nilai Negeri Sembilan, Malaysia.
  • Suraini Mohd Ali Faculty of Major Language Studies, Islamic Science University of Malaysia, Bandar Baru Nilai 78100, Nilai Negeri Sembilan, Malaysia.
  • Norhana Abdullah Faculty of Major Language Studies, Islamic Science University of Malaysia, Bandar Baru Nilai 78100, Nilai Negeri Sembilan, Malaysia.
  • Habibah Ismail Faculty of Major Language Studies, Islamic Science University of Malaysia, Bandar Baru Nilai 78100, Nilai Negeri Sembilan, Malaysia.
  • Zarina Ashikin Zakaria Faculty of Major Language Studies, Islamic Science University of Malaysia, Bandar Baru Nilai 78100, Nilai Negeri Sembilan, Malaysia.
  • Noorhayati Hashim Faculty of Major Language Studies, Islamic Science University of Malaysia, Bandar Baru Nilai 78100, Nilai Negeri Sembilan, Malaysia.

DOI:

https://doi.org/10.33102/alazkiyaa.v1i2.26

الكلمات المفتاحية:

Bronfenbrenner، class، indigenous، literacies، parenting

الملخص

Drawing on interviews with parents of indigenous communities, this article presents insights into indigenous parenting aspects related to inside-and-outside classroom learning, cross-cultural complexities, and literacy practices by taking perspectives of Malaysia’s indigenous parents as an example. Using Bronfenbrenner's ecological model on how individuals navigate complex interactions in a particular society, indigenous parents' authority and agency play important roles in navigating competing issues of indigenous learners' literacy, learning, and class. Implications on parenting practices, particularly on uplifting indigenous parents with sociocultural, learning, and literacy engagement within changing and challenging expectations of indigenous learners inside and outside their homes, are presented.

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التنزيلات

منشور

2022-12-11
CITATION
DOI: 10.33102/alazkiyaa.v1i2.26
منشور: 2022-12-11

كيفية الاقتباس

Idrus, . M. M. ., Puteh-Behak, F. ., Darmi, R. ., Mat Saad, N. S. ., Mohd Ali, S. ., Abdullah, N. ., Ismail, H. ., Zakaria, Z. A. ., & Hashim, N. . (2022). Voices of Indigenous Parents on Learning, Class, and Literacy Practices: Agency, Authority, and Empowerment. Al-Azkiyaa - International Journal of Language and Education, 1(2), 51–67. https://doi.org/10.33102/alazkiyaa.v1i2.26

إصدار

مجلد 1 عدد 2 (2022)

القسم

Articles

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