Migrant Mothers Becoming Active Agents in a United States Midwestern Context: Building Strengths by Breaking down the Outside-Inside Barrier

Autor/inn/en	Gouwens, Judith A.; Henderson, Robyn
Titel	Migrant Mothers Becoming Active Agents in a United States Midwestern Context: Building Strengths by Breaking down the Outside-Inside Barrier
Quelle	In: Australian and International Journal of Rural Education, 27 (2017) 2, S.136-148 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Mothers; Barriers; Migrant Education; Family Literacy; Rural Areas; Emergent Literacy; English (Second Language); Parent Education; Parent Participation; Young Children; Adult Literacy; Agricultural Laborers; Migrant Workers; Foreign Countries; Home Visits; Spanish Speaking; Parent School Relationship; Program Effectiveness; Cultural Capital; Texas; Illinois; Mexico + Suchen Sie Ihr Suchwort? Mother; Mutter; Rural area; Ländlicher Raum; Frühleseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Parents education; Elternbildung; Elternschule; Elternmitwirkung; Frühe Kindheit; Agricultural labourers; Landarbeiter; Wanderarbeiter; Ausland; Hausbesuch; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mexiko
Abstract	In the current context of extensive national and cross-cultural migration, the education of migrant and refugee children is an important and critical consideration. In the U.S., the education of migrant children--who move with their farm worker parents within states, across state borders and sometimes across national borders--brings challenges that relate to educational discontinuity as well as the cultural contexts and expectations of schooling. This article reports on research that investigated a family literacy program that catered for migrant families in one rural location in the United States Midwest. Through a multipronged approach, the program supported children's early literacy development, provided adult education including English language instruction and parenting education, and offered liaison between the parents and their children's schools. Research data were collected through interviews with migrant mothers who participated in the program. Using Gee's (1996) notion of Discourse, the article considers the way that the program enabled the mothers to negotiate the outside-inside barrier of the rural community. By building their skills and strategies, the mothers were developing into active agents who could participate in their children's education in ways that community outsiders could not usually do. (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01