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Libraries, Churches, and Schools: The Literate Lives of Mothers and Children in a Homeless Shelter
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Libraries, Churches, and Schools: The Literate Lives of Mothers and Children in a Homeless Shelter

ผู้แต่ง: Laurie MacGillivray; Amy Lassiter Ardell; Margaret Sauceda Curwen
สำนักพิมพ์: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
ครั้งที่พิมพ์/รูปแบบ: บทความ บทความ : English
สื่อสิ่งพิมพ์:Urban Education, v45 n2 p221-245 2010
ฐานข้อมูล:ERIC ฐานข้อมูล ERIC เป็นความคิดริเริ่มของกระทรวงศักษาธิการ สหรัฐ
ฐานข้อมูลอื่นๆ: British Library SerialsElsevierECO
สรุป:
This article addresses the question, "How do mothers and children in a homeless shelter interact with literacy?" We drew on the theoretical framework of social literacy practices in which cultural context is foregrounded. Data for this qualitative study included participant observation in one homeless shelter and interviews with one shelter's residents and other stakeholders, including teachers, administrators,  อ่านมากขึ้น…
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ประเภทของเอกสาร: บทความ
ผู้แต่งทั้งหมด : ผู้แต่งร่วม Laurie MacGillivray; Amy Lassiter Ardell; Margaret Sauceda Curwen
ISSN:0042-0859
หมายเหตุถาษา: English
เอกลักษณ์เฉพาะตัว: 611126557
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คำอธิบาย: 25

บทคัดย่อ:

This article addresses the question, "How do mothers and children in a homeless shelter interact with literacy?" We drew on the theoretical framework of social literacy practices in which cultural context is foregrounded. Data for this qualitative study included participant observation in one homeless shelter and interviews with one shelter's residents and other stakeholders, including teachers, administrators, shelter staff at various shelters, and homelessness experts across Los Angeles County, California. While examining the literacy practices of women and children living in one transitional shelter, we identified three institutions that were part of their lives (a) the public library, in which choice was a major factor; (b) the church, which focused on reading the Bible; and (c) schools, where literacy was tied to evaluative outcomes. Although families were overwhelmingly positive about their participation in each of these institutions and all three were referred to as places for learning, children's talk about reading and writing in school focused on procedures such as daily routines and testing. This may reflect the current mandated curriculum as well as the cost of frequent moves, which necessitate that children learn how to succeed in each new school. This study captures the influence of different institutions on the literacy practices of families in crisis and suggests ways to further support reading and writing for children living without homes.

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