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Shared literacy sponsors: moments that sustained learning and challenged neo-deficit ideologies in programmatic family literacy
Ethnography and Education Pub Date : 2019-09-21 , DOI: 10.1080/17457823.2019.1666418
Jen Stacy 1
Affiliation  

ABSTRACT Family literacy programmes operate on the periphery of American education and often employ a deficit orientation toward minoritized families; still, parents view these programmes as language-learning resources. This ethnographic study explores the experiences of Latina mothers enrolled in a school-based family literacy programme in Nebraska to understand what sustained their involvement. Utilising Brandt’s (2001. Literacy in American Lives. Cambridge, UK: Cambridge University Press) literacy sponsorship framework, it suggests that the programme personnel somewhat shared the mothers’ literacy sponsorship and, consequently, provided a learning experience that supported participants in meeting their goals. Observation and interview data showed two partially agreed upon sponsors of literacy: enriched livelihoods and spending time with children. Despite variations in other perspectives and goals, each had similar continuing stakes in participating in the programme. This agreement illuminated how the programme was responsive to mothers’ goals, despite its deficit lens, and suggests a vantage point for developing more culturally congruent family literacy programmes.

中文翻译:

共同的扫盲发起者:在程序化家庭扫盲中持续学习并挑战新缺陷意识形态的时刻

摘要家庭素养计划是在美国教育的外围开展的,通常对少数族裔家庭采取赤字取向。家长仍然将这些程序视为语言学习资源。这项人种学研究探索了在内布拉斯加州以学校为基础的家庭扫盲计划中注册的拉美裔母亲的经历,以了解其持续参与的原因。利用Brandt(2001年,《美国生活中的扫盲》,英国剑桥:剑桥大学出版社)的扫盲赞助框架,它表明计划人员在某种程度上分享了母亲的扫盲赞助,并因此提供了学习经验,支持参与者实现其目标。 。观察和访谈数据显示,扫盲的赞助者有两个部分达成共识:丰富的生计并与孩子们在一起。尽管其他观点和目标有所不同,但每个人在参与该计划方面都具有相似的持续利益。该协议阐明了该计划尽管有不足之处,却如何响应母亲的目标,并为制定更具文化背景的家庭扫盲计划提供了有利条件。
更新日期:2019-09-21
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