Challenging Ethnocentric Literacy Practices: (Re)Positioning Home Literacies in a Head Start Classroom

Autor/in	Souto-Manning, Mariana
Titel	Challenging Ethnocentric Literacy Practices: (Re)Positioning Home Literacies in a Head Start Classroom
Quelle	In: Research in the Teaching of English, 45 (2010) 2, S.150-178 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-527X
Schlagwörter	Disadvantaged Youth; Teacher Education Curriculum; Curriculum Development; Young Children; Emergent Literacy; Family School Relationship; Federal Programs; Early Childhood Education; Ethnography; Preschool Children; Inservice Teacher Education; Teacher Educators; Early Intervention; Ethnocentrism; Cultural Awareness + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Frühe Kindheit; Frühleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ethnografie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrerfortbildung; Teacher education; Lehrerausbildung; Lehrerbildung; Ethnozentrismus; Cultural identity; Kulturelle Identität
Abstract	In what ways can teachers incorporate young people's home and community literacy practices into classrooms when such practices vastly differ from the teachers' literacy experiences? How can teacher education curriculum and teaching influence teachers' pedagogical practices? How can children's roles be pedagogically reframed and become meaningful strengths in classrooms? Grounded in these interrelated research questions, this article documents some of the influences of Freirean culture circle as an approach to inservice teacher education on the ways in which two Head Start teachers and a teacher educator negotiated and navigated within and across home and school literacy practices, co-creating a curriculum based on generative themes and making early education meaningful to children from multiple backgrounds. Further, it proposes that conducting extensive ethnographic studies is not a prerequisite to creating pedagogical spaces that honor children's home literacy practices and cultural legacies. Findings indicate that as teachers seek to build on young children's language and literacy strengths, it is pedagogically beneficial to engage in documenting glimpses of home literacy practices within and across contexts while simultaneously challenging and (re)positioning ethnocentric definitions of literacy by engaging young children as authentic curriculum designers. (Contains 3 figures and 1 note.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10