Abstract
Twenty years after the New London Group’s publication of A Pedagogy of Multiliteracies, we present an analytical literature review that traces the routes and roots of multiliteracies scholarship in Latin America. We found high research activity in Latin America in the areas of literacy education and critical literacy; indigenous, bilingual, and intercultural education; and technology and digital literacy. We argue that the inclusion of scholarship from the global South is essential to the goal of recognizing epistemological diversity. Further, different theories of knowledge need to coexist to transform diversity into cognitive justice. This article is an intercultural effort to widen the scope of literacy education inquiry in historically marginalized areas of the world.