Sharing Stories, Linking Lives: Literacy Practices Among ... - CPLS

Perry Sudanese Refugees
context for a participant’s literacy practice often determined which language was used (e.g. an
editorial column for a U.S. newspaper required the use of English), schooling also played a
significant role in determining languages used, since many participants did not have an
opportunity to learn literacy in their local languages, due to the language policy of the schools in
the Kakuma Refugee Camp. English therefore is the “default” language for most participants’
literacy practices.
Luke’s (2003) suggestion that the issues of language rights, language loss, and the
redistribution of resources through literacy education are test cases for democratic education
seems especially pertinent in the case of southern Sudanese participants, who feel strongly about
the need to protect and preserve their native languages. They want to tell their stories and their
histories, and they want to do this in their local language–Dinka. One important implication from
this is that curriculum and policy developers may want to consider that it is equally important to
develop both local language and English literacies for Sudanese refugees. The UNHCR and other
NGOs may want to investigate ways in which they can either incorporate local language literacy
instruction into Kakuma schools or provide support for churches or other organizations that
make such literacy instruction available. Refugee organizations in the United States may want to
develop similar programs.
Issues of Identity and Community
This study also highlights the increasing importance of issues concerning identity and
community in literacy research. The participants in this study feel a strong need to maintain
connections with the larger southern Sudanese community, which is now spread across the
globe. Literacies of interpersonal communication, community information/news, and community
organization within the southern Sudanese community serve this important function. The
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