Journal article
"Reading families: Deficit discourse and family literacy
Theory into practice, Vol.40(3), pp.212-219
07/01/2001
DOI: 10.1207/s15430421tip4003_10
Abstract
When communities become increasingly diverse, instruction in schools often continues to emphasize the language, culture, and values of the mainstream population as a way to resist the shifting demographics. [...]there is often the unstated belief that transforming culturally diverse families to mirror mainstream families will produce educational and economic success for their children. [...]this model assumes that success is determined by the parents' ability to support and extend school-- like activities in the home. [...]she points out that this deficit view of families prevents an examination "of the real conditions giving rise to literacy problems" (p. 175), or the cultural differences that might promote different views of literacy and alternative literacy practices. [...]the local school system had also failed the classroom teacher by allowing her to be content with equating difference in some families with a deficit approach.
Details
- Title: Subtitle
- "Reading families: Deficit discourse and family literacy
- Creators
- Marianne WhitehouseCarolyn Colvin
- Resource Type
- Journal article
- Publication Details
- Theory into practice, Vol.40(3), pp.212-219
- Publisher
- Ohio State University, College of Education
- DOI
- 10.1207/s15430421tip4003_10
- ISSN
- 0040-5841
- eISSN
- 1543-0421
- Language
- English
- Date published
- 07/01/2001
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371277102771
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