Culture, Literacy, and Power In Family-Community-School-Relationships

Bibliographic Data

ID4254411
AuthorsConcha Delgado Gaitan (corresponding author)
Year2012
Volume51
Issue4
Pages305-311
Publication date2012-10-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2012.726060
OpenAlexW2072723902
LanguageEN
Citations received40
References cited7

For too long, educators have held diminishing beliefs about Latino students' home life. Such beliefs are irrelevant except for the fact that students do not leave their culture at home; rather, home life is closely intertwined with their learning. Language and culture play a major role in students' learning and parents figure prominently in their children's academic success. In Latino communities, parents often feel disempowered because of their limited English language skills and their limited knowledge of the educational system. This inequality prevents Latino parents from advocating for their children in schools. However, balanced power relations between schools and Latino families are possible. The Carpintería research study reveals the transformation that is possible for parents and students when the family's language, culture, and literacy are acknowledged, appreciated, and utilized to empower students, families, schools, and communities

Developmental psychology · Ethnography · Family literacy · Literacy · Pedagogy · Power (physics · Power structure · Sociology · Diverse Education Studies and Reforms · Multilingual Education and Policy · Parental Involvement in Education · Psychology

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