By Catherine Compton-Lilly
4 years after publishing her provocative learn, interpreting households: The Literate Lives of city teenagers, Compton-Lilly revisits an analogous workforce of city scholars (then first graders, now fourth and 5th graders) and their households. Armed with infrequent longitudinal facts from follow-up interviews and studying checks, she once more upsets frequent misconceptions approximately studying and concrete households. This eye-opening sequel makes use of case reviews to discover vital matters, resembling scholars' emotions of connection to their university; gender and education; mom and dad' stories facing the process; high-stakes trying out; and expertise use at domestic.
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Extra info for Re-Reading Families: The Literate Lives of Urban Children, Four Years Later (Practitioner Inquiry)
I am not suggesting that the parents in this study are ignorant or naive; I suspect simpliﬁed models that confound learning and attention permeate across socioeconomic and cultural communities. indd Sec1:30 3/26/2007 1:20:02 PM Two Dominant Discourses 31 When Jermaine complained about the amount of work his teacher had assigned in class during one of our interviews, his mother, Ms. Hudson, admonished him, saying that perhaps if he had been attentive in the ﬁrst place he would not have needed to do so much classwork: “You know what?
It really did. It really shocked me. Author: So, you saw the scores? They came home? Mr. Sherwood: Yes, I did. I did. It really shocked me. Mr. Sherwood’s excitement about Marvin’s test score contradicted information he had shared just a few minutes earlier in the interview. Mr. Sherwood had shown me Marvin’s fourth-grade report card. His grades were mostly Ds and Fs, and Mr. Sherwood suspected that Marvin had been “passed through” to the next grade, not deserving the promotion. As we looked at Marvin’s report card, Mr.
P. 258) Alternative discourses that are grounded in our lives require each of us to rethink assumptions that are powerfully welded to our understandings of the world. Increasing evidence suggests that parenting and literacy practices are culminations of historical processes within families; changes in these practices persist across generations with change taking more than a single generation (Phillips, Brooks-Gunn, Duncan, Klebanov, & Crane, 1998; Zentella, 1997). The existence of differences among groups of people are grounded in social histories that include fear, shame, bias, racism, privilege, and marginalization.