Using a comic created by La Casa de Panchita (http://www.gruporedes.org/) that features a young domestic laborer, Panchita, as the heroine—a relatable figure—allows the girls to relate to literacy in an intimate way while it at the same time places them in an observer role to their own situation. The use of theater games and role playing allows the girls to interpret and work through their own roles and establish confident identities outside of their work lives, similar to what was suggested by McLennan in “The Benefits of Using Sociodrama in the Elementary Classroom: Promoting Caring Relationships Among Educators and Students” and Kelin in “The Perspective from Within: Drama and Children’s Literature.” Another project goal is to increase the girls’ digital literacy by teaching them to use video cameras, video editing software, computers, and YouTube so as to share their stories with the world. By using multimodal media to allow these girls to narrate their own stories, La Otra Voz is applying the techniques advocated for in “Rethinking Composing in a Digital Age: Authoring Literate Identities Through Multimodal Storytelling” by Vasudevan, Shultz, and Bateman. Ultimately, La Otra Voz aims to instigate change through fundraising and raising awareness about the prevalence of child labor in Peru. If you’d like to support this sister organization, you can share their campaign with family and friends on Facebook, +1, email, or Twitter or donate through their website (http://www.indiegogo.com/projects/110541).
Nikki Hymer studies Anthropology at UCSD, she volunteers at Casa Familiar in San Yesidro
Kelin II, Daniel A. “The Perspective From Within: Drama and Children’s Literature.” Early Childhood Educ J 2007 35:277–284.
McLennan, Deanna Marie Pecaski. “The Benefits of Using Sociodrama in the Elementary Classroom: Promoting Caring Relationships Among Educators and Students.” Early Childhood Educ J 2008 35:451–456.
Vasudecan, Lalitha, Katherine Schultz and Jennifer Bateman. “Rethinking Composing in a Digital Age: Authoring Literate Identities Through Multimodal Storytelling” Written Communication 2010 27: 442-468.