Citizenship in the Literate Community: An Ethnography of Children with down Syndrome and the Written Word
Citizenship in the Literate Community: An Ethnography of Children with down Syndrome and the Written Word
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识字社区的公民身份：唐氏综合症儿童和书面文字的民族志
DOI：
10.1177/001440299806400202
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发表时间：
1998
影响因子：
2.8
通讯作者：
C. Kliewer
中科院分区：
文献类型：
--
作者：
C. Kliewer
在学校里，唐氏综合症儿童传统上被剥夺了识字的机会和期望（巴克利，1995年）。这种将儿童语言与印刷语言部分或完全分离的做法有两个前提：（1）阅读是一种课程的最终产品，要求学生掌握一系列孤立的子技能，这些子技能是以年龄为标准的线性序列（亚当斯，1990;麦肯纳，罗宾逊，米勒，1994）;（2）唐氏综合症儿童本质上缺乏按照年龄标准掌握读写技能所需的认知能力（Cicchetti & Beeghly，1990）。虽然这两个前提都代表了普遍的教育假设，但都没有反映出一个基本的现实。例如，人们对识字提出了相互竞争的解释，这些解释不强调阅读是一种孤立的次级技能，而是把重点放在所有儿童"作为积极的感觉制造者"上。（Crawford，1995，第82页）在特定的时间，特定的语境中，（Crawford，1995; Goodman，1992; Goodman & Goodman，1979; Harste，Woodward，& Burke，1984; Shannon，1990）。在这一框架内，将儿童与识字分开并不是儿童缺乏认知能力的逻辑后果;相反，这是当特定的学生构建的意义被误解和贬低时所做出的道德选择（Smith，F.，1992年）。将识字解释为儿童理解特定背景的社会过程具有教育后果。根据这一定义，往往被排除在阅读和写作之外的儿童，作为公认的复杂符号语言的创造者，进入了识字关系。这种情况发生在因种族和阶级原因（Ashton-Warner，1963年; Solsken，1993年）和因残疾原因（Koppenhaver，Pierce和Yoder，1995年）而被排斥的儿童身上。这项研究是一个民族志探索（弗格森，弗格森，泰勒，1992年）的意义，识字的唐氏综合症儿童在10个学前班和小学教室。在2个学年的过程中，很明显，阅读的课堂概念化影响了唐氏综合症的含义，唐氏综合症儿童可以影响识字本身在特定课堂中的定义。方法理论方法这是一个定性的研究进行了解释主义的传统（弗格森，弗格森，泰勒，1992年;史密斯，J.K.，1993年）。解释主义拒绝社会现实作为客观状态存在的假设。相反，像唐氏综合症和识字这样的想法被认为是社会结构：文化约束的，历史上的观点，这些观点不断被个体在相互作用中协商和重新协商（Ferguson等人，1992年）。例如，就在几年前，患有唐氏综合症意味着一个人被认为"几乎不是人"（Spock，1949，第478页），很可能被终身监禁（Blatt，1987）。21号染色体三体并不需要这种治疗，正如今天许多唐氏综合征患者所享有的社区参与水平所证明的那样（Nadel & Rosenthal，1995）。然而，非人性化的治疗曾一度被接受为与唐氏综合症相关的差异的逻辑反应。在这个例子中，很明显，要理解唐氏综合症，可能需要关注唐氏综合症的意义构建的背景，以及染色体异常本身。将研究者的目光重新聚焦于背景，对残疾和识字理论都有深远的影响。定性调查影响了拒绝对残疾人进行监管仓储（Blatt & Kaplan，1966; Bogdan & Taylor，1994），并显示了历史上被解释为低于人类的人的人性（Bogdan & Taylor，1989）。…
In school, children with Down syndrome have traditionally been separated from literacy opportunities and expectations (Buckley, 1995). Two premises serve as the basis for this partial or complete separation of child from printed language: (1) That reading is a curricular end-product requiring students to master a set of isolated subskills in an age-normed, linear sequence (Adams, 1990; McKenna, Robinson, & Miller, 1994); and (2) that children with Down syndrome intrinsically lack the cognitive capacity necessary tO master the literacy subskills at an age-normed pace (Cicchetti & Beeghly, 1990). Though both premises represent prevailing educational assumptions, neither is reflective of an essential reality. For instance, competing interpretations of literacy have been presented which deemphasize reading as a hierarchy of isolated subskills, and instead, focus on all children "as active sense makers" (Crawford, 1995, p. 82) who construct meaning through symbol systems in specific contexts at specific times (Crawford, 1995; Goodman, 1992; Goodman & Goodman, 1979; Harste, Woodward, & Burke, 1984; Shannon, 1990). Within this framework, separating children from literacy is not a logical consequence of the child's lack of cognitive ability; rather, it is a moral choice made when particular student-constructed meanings are misunderstood and devalued (Smith, F., 1992). Interpreting literacy as a social process in which children make sense of a particular context has educational consequences. Based on this definition, children often excluded from reading and writing have entered into literate relationships as acknowledged creators of complex symbolic language. This has occurred for children whose exclusion was race and class based (Ashton-Warner, 1963; Solsken, 1993), and disability based (Koppenhaver, Pierce, & Yoder, 1995). This study is an ethnographic exploration (Ferguson, Ferguson, & Taylor, 1992) of the meaning of literacy for children with Down syndrome in 10 preschool and elementary school classrooms. Over the course of 2 school years, it became apparent that classroom conceptualizations of reading influenced the meaning of Down syndrome, and that children with Down syndrome could influence how literacy itself was defined in particular classrooms. METHOD Theoreticel Approach This is a qualitative study conducted in an interpretivist tradition (Ferguson, Ferguson, & Taylor, 1992; Smith, J. K., 1993). Interpretivism rejects the assumption that social realities exist as objective states. Instead, ideas like Down syndrome and literacy are recognized as social constructions: culturally-bound, historically situated perspectives that are constantly being negotiated and renegotiated by individuals in interaction with one another (Ferguson et al., 1992). For instance, not so many years ago, to have Down syndrome meant that one was considered "hardly human" (Spock, 1949, p. 478) and was likely incarcerated into a custodial institution for life (Blatt, 1987). Nothing about trisonomy of the 21st chromosome inherently required this treatment, as is evidenced in the level of community participation enjoyed by many people with Down syndrome today (Nadel & Rosenthal, 1995). However, dehumanizing treatments were accepted at one time as the logical response to the differences associated with Down syndrome. In this example, it becomes clear that to understand Down syndrome may require as much a focus on the context in which the meaning of Down syndrome is constructed as on the chromosomal anomaly itself. Refocusing the researcher's gaze on context has had profound implications for both disability and literacy theory. Qualitative inquiry has influenced the rejection of custodial warehousing of people with disabilities (Blatt & Kaplan, 1966; Bogdan & Taylor, 1994) and has shown the humanness of people historically interpreted to be less-than-human (Bogdan & Taylor, 1989). …