Valued cultural practices of marginalized communities are often critiqued by dominant cultural communities. In this study, US Mexican-heritage mothers who had experience in Indigenous ways (and limited schooling and parenting classes) espoused instructional ribbing –a cultural practice involving indirectly guiding children’s behavior through mock threats or lighthearted teasing to help them see how their misbehavior impacts others – as a positive, familiar practice that encourages active learning. However, European American mothers were very critical. Indications of cultural change came from US Mexican-heritage mothers with experience in two cultural systems – Western schooling/parenting classes and Indigenous ways. Half viewed instructional ribbing positively, and half were negative and often referred to what they learned in parenting classes as a source of their change from prior generations. The value of instructional ribbing in some communities may be undermined by experience in dominant cultural systems where its familial and communal value and supports are not understood.
Human Development

中文翻译：

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教学性笑话作为引导儿童的文化实践


边缘化社区的有价值的文化实践经常受到主流文化社区的批评。在这项研究中，有过土著方式（以及有限的学校教育和育儿课程）经验的美国墨西哥裔母亲支持教学戏谑——一种文化实践，涉及通过模拟威胁或轻松的戏弄来间接指导孩子的行为，以帮助他们了解自己的不当行为如何影响他人– 作为一种积极的、熟悉的做法，鼓励主动学习。然而，欧洲裔美国母亲却非常挑剔。文化变革的迹象来自于拥有两种文化体系经验的美国墨西哥裔母亲——西方学校教育/育儿课程和土著方式。一半人对教学中的玩笑持积极态度，一半人则持消极态度，并经常将他们在育儿课程中学到的东西视为他们与前几代人相比发生变化的源泉。在一些社区中，教学戏谑的价值可能会因主流文化体系中的经验而受到削弱，在这些文化体系中，其家庭和社区价值及支持不被理解。
 人类发展