What Does Empowerment in Literacy Education Look Like? An Analysis of a Family Literacy Program for Guatemalan Maya Families

Bibliographic Data

ID12814933
AuthorsDilys Schoorman (0000-0001-8498-1675, Florida Atlantic University, corresponding author), Hanizah Zainuddin (Florida Atlantic University)
Year2008
Volume2
Issue3
Pages169-187
Publication date2008-07-02
Open AccessNo
TypeARTICLE
VenueDiaspora Indigenous and Minority Education (JOURNAL)
Journal identifiersISSN: 1559-5692 • E-ISSN: 1559-5706
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15595690802145380
OpenAlexW1965537639
LanguageEN
Citations received2
References cited19

Educators in the field of family literacy have identified multiple approaches to family literacy programs (FLPs), and have underscored the need to identify and make explicit the philosophical orientations of their own programs. This was the task undertaken in this article, which focused on a FLP in south Florida that served the needs of Guatemalan Maya families where the adults were unable to read or write in any language upon program entry. This study analyzed the educational practices of the FLP to ascertain its ideological underpinnings, according to a tripartite typology derived from scholarship in literacy, multicultural, and immigrant education. This article addresses the complexity of identifying such ideological situatedness including the need to examine diverse program elements, the manner in which a program could have multiple ideological strands, and the ambiguity that sometimes emerges in such “readings” of programs in “real-world” contexts

Ambiguity · Empowerment · Family literacy · Field (mathematics · Ideology · Immigration · Literacy · Mathematics education · Multiculturalism · Pedagogy · Political science · Scholarship · Sociology · Typology · Anthropology · Computer Science · Multilingual Education and Policy · Parental Involvement in Education · Psychology · Reading and Literacy Development

Tools

Open DOISci-Hub