This article explores how a secondary ethnic studies course leveraged immigrant families’ literacies rooted in the Mexican spiritual ritual of Las Posadas for in-school literacy instruction and to engage in community-responsive grassroots processions as social protest. Using ethnographic and participatory design research, the authors—one a university researcher and the other an ethnic studies teacher—examine the literacy practices of a long-standing immigrant community–classroom partnership that unites day laborers, families, students, and teachers in the name of justice and refuge. Using photographs, interviews, students’ literacy artifacts, focus groups, and field notes, this study asks, (a) What do literacies look like in an ethnic studies course that designed learning around local community knowledge and sanctuary? (b) How do students respond to such curricular design? This study contributes ethnographic knowledge on school-based participatory research projects that build on the intergenerational literacies, sociopolitical awareness, and social movements of Latinx immigrant families.

中文翻译：

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避难的文学：作为正义仪式的“Pidiendo Posada”

本文探讨了中学民族研究课程如何利用植根于墨西哥拉斯波萨达斯精神仪式的移民家庭的扫盲教育进行校内扫盲教学，并参与响应社区的草根游行作为社会抗议。使用人种学和参与式设计研究，作者——一位是大学研究员，另一位是一位民族研究教师——检查了长期的移民社区 - 课堂合作伙伴关系的识字实践，该合作伙伴关系以名义将日工、家庭、学生和教师联合起来正义和避难所。本研究使用照片、访谈、学生的识字作品、焦点小组和实地笔记，要求：(a) 在围绕当地社区知识和庇护所设计学习的族裔研究课程中，读写能力是什么样的？(b) 学生对这样的课程设计有何反应？本研究为以拉丁裔移民家庭的代际文化、社会政治意识和社会运动为基础的基于学校的参与性研究项目提供人种学知识。