Mexican parents' and teachers' literacy perspectives and practices: construction of cultural capital.
Mexican parents' and teachers' literacy perspectives and practices: construction of cultural capital.
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DOI：
10.1080/09518398.2011.594818
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Bazán AR
中科院分区：
文献类型：
--
作者：
Reese L;Arauz RM;Bazán AR
本文探讨了一年级儿童和家长在家里从事的识字实践之间的关系，以及这些做法是沟通，塑造和促进教师和管理人员在两个不同的社会文化环境在墨西哥城市的方式。工人阶级和中产阶级社区儿童的家庭识字经历之间的差异包括关于识字和学校教育的假设的代际沟通，以及与父母自己的学校经历相关的态度。教师基于班级的期望不仅影响了与家长的互动，而且也反映在国家课程的交付方式上，更强调死记硬背的技能和工人阶级社区的传统阅读教学。作者认为，学校通过塑造儿童和家庭进行的一些识字实践，在家庭文化资本的共同生产中发挥着作用。
This article examines the relationships among the literacy practices engaged in by first-grade children and parents at home and the ways in which these practices are communicated, shaped, and fostered by teachers and administrators in two different sociocultural environments in urban Mexico. The differences observed between the home literacy experiences of children in a working class and a middle class community included transgenerational communication of assumptions regarding literacy and schooling, as well as attitudes associated with the parents’ own school experiences. Class-based expectations on the part of teachers not only shaped interactions with parents, but were also reflected in the way the national curriculum was delivered, with a greater emphasis on rote skills and traditional reading instruction in the working class community. The authors argue that the school plays a role in the co-production of cultural capital in the home through its shaping of some of the literacy practices that children and families undertake.