Literacy engagement for Indigenous peoples is a practice embedded in lived experience as thoughtful ways to communicate with and make sense of the world around us. Indigenous literacies involve the melding of Indigenous ways of knowing with contemporary educational pedagogies. Indigenous authors and teachers have long used Indigenous pedagogies in their writing and teaching to situate Indigenous identities and knowledge where it has been omitted, to interrogate the systems that appropriate or misarticulate Indigenous knowledge, to actively question spaces where the value and power of Indigenous knowledge is completely disregarded, and to reclaim or create spaces that amplify Indigenous voices and ways of knowing for learners as acts of education sovereignty. This column discusses the concepts of Indigenous literacy, it provides an overview of its practical applications in the US Southwest and the Native American education policies that shape literacy engagement in contemporary learning spaces centering on Indigenous perspectives.

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本土文化：美国西南部的教学法和政策

土著人民的扫盲参与是一种嵌入生活经验的实践，是与我们周围的世界进行交流和理解的深思熟虑的方式。土著识字涉及将土著认知方式与当代教育教学法相结合。长期以来，土著作家和教师在他们的写作和教学中使用土著教学法，将土著身份和知识置于被遗漏的地方，质疑适当或错误表达土著知识的系统，积极质疑土著知识的价值和力量所在的空间完全无视，并回收或创造空间，以扩大土著声音和学习者的认知方式，作为教育主权的行为。本专栏讨论土著识字的概念，