Beyond Story Grammar

Looking at Stories Through Cultural Lenses

Dados Bibliográficos

ID9728706
AutoresJennifer Urbach (University of Northern Colorado, Greeley, autor correspondente)
Ano2012
Volume44
Fascículo4
Páginas392-411
Data de publicação2012-07-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation and Urban Society (JOURNAL)
Identificadores do periódicoISSN: 0013-1245 • E-ISSN: 1552-3535
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124510392567
OpenAlexW2107088039
IdiomaEN
Citações recebidas1
Referências citadas27

Literacy is a socially constructed ideology (Barton & Hamilton, 1998; Street, 1995). Current representations reduce literacy to standards, skill testing, and the five components of reading (NICHD, 2000). This view of literacy discounts the knowledge and skills of many students. This article examines the oral story of Aisha, an African American first grader, through traditional and nontraditional measures. The findings highlight two contrasting perspectives of Aisha’s story: One that views the story as weak and below grade level and another that highlights her rich literacy abilities. This study argues that it is important to consider the social and historical features that may influence children’s stories. A definition of literacy that recognizes and values the continuum of literacy experiences is advocated in this article

Grammar · Ideology · Linguistics · Literacy · Narrative · Pedagogy · Political science · Politics · Reading (process · Sociology · Law · Literacy, Media, and Education · Multilingual Education and Policy · Psychology · Reading and Literacy Development