A Meta-Ethnography of Family Literacy Scholarship: Ways with Metaphors and Silence

Autor/inn/en	Compton-Lilly, Catherine F.; Rogers, Rebecca L.; Lewis Ellison, Tisha
Titel	A Meta-Ethnography of Family Literacy Scholarship: Ways with Metaphors and Silence
Quelle	In: Reading Research Quarterly, 55 (2020) 2, S.271-289 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.272
Schlagwörter	Ethnography; Family Literacy; Figurative Language; Comparative Analysis; Epistemology; Racial Bias; Power Structure; Identification; Scholarship + Suchen Sie Ihr Suchwort? Ethnografie; Erkenntnistheorie; Racial discrimination; Rassismus; Identifikation; Identifizierung; Scholarships; Stipendium
Abstract	In this meta-ethnography, the authors analyze the metaphors that inhabit highly cited examples of family literacy scholarship. Meta-ethnography is a methodology, as described by Noblit and Hare, in which metaphors are analyzed as linguistic tools; in this article, they are used to compare and synthesize understandings across existing ethnographic family literacy studies. Specifically, the authors identified and translated key metaphors in highly cited family literacy research studies to trace the development, refinement, and expansion of epistemological stances that have informed and continue to frame family literacy scholarship. This meta-ethnography makes visible changes in understandings and emerging lines of argument related to family literacy practices that generally are not visible. Specifically, this analysis led to the identification of a problematic silence related to racism and systemic oppression, which the authors take up as a significant meta-ethnographic finding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01