"What He Wanted Was Real Stories, but No One Would Listen": A Child's Literacy, a Mother's Understandings

Autor/in	White, Connie L.
Titel	"What He Wanted Was Real Stories, but No One Would Listen": A Child's Literacy, a Mother's Understandings
Quelle	In: Language Arts, 86 (2009) 6, S.431-439 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Equal Education; Mothers; Parent Participation; Parent Role; Parent School Relationship; Literacy Education; Parent Teacher Cooperation; Elementary School Teachers; Focus Groups; Parent Attitudes; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Mother; Mutter; Elternmitwirkung; Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elternverhalten; Ausland; Kanada
Abstract	This article discusses the importance of including mothers' knowledge of their children's learning in school discourses, theories, and practices. It draws on the story of one mother who participated in the author's research. The experiences explicated in this story elucidate exclusionary practices that silence and marginalize mothers in our school systems. The article shows why it is critical that we listen to these traditionally unheard voices, if we truly wish for more socially just and equitable classrooms. It offers examples of more hopeful, inclusive partnerships made possible when teachers look beyond the everyday taken-for-granted practices of schools and work with mothers toward creating new spaces and possibilities. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10