ERIC Number: ED426935
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
An Emerging Methodology for Cultural-historical Perspectives on Literacy Learning: Synchronic and Diachronic Dimensions of Social Practice.
Gutierrez, Kris D.; Stone, Lynda D.
This paper begins from the premise that, while there is much to be learned from research, it should also be recognized that there is a need for research methodologies and theoretical frames that provide the possibility of more local explanations for the dilemmas and problems facing urban education. The paper contends that situated understandings of education provide insight into the cognitive and social consequences of educational policies and practices. To accomplish this, the paper examines critically the theoretical constructs that currently underlie the educational treatment of students in general, but particularly of linguistically and culturally diverse students, and of the routine practices of urban classrooms and schools. The goal of the research discussed in this paper is to provide a language for describing urban schooling and its literacy practices, and to provide a critical analysis of their outcome. Drawing on a body of research on urban education, literacy learning and its social organization, and the relationship of the literacy learning to the practices of the local community, the paper proposes a syncretic framework for the study of literacy in formal and nonformal educational settings. According to the paper, the theoretical and methodological approaches outlined for the study of classroom literacy practices are heuristics intended to provide a measure of clarity to more traditional ways of viewing formal and informal learning settings. (Contains 3 figures and 54 references.) (BT)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A