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ERIC Number: ED451515
Record Type: Non-Journal
Publication Date: 2000-Dec
Pages: 11
Abstractor: N/A
Reference Count: N/A
Be It Ever So Humble: Home-School Congruence and Literacy for Poor Kids.
Lawson, Justine
A significant cultural divide between home and school has particular implications for the development of literacy for children whose home practices are not ratified in school. There is increasing evidence, however, that positive partnerships between schools and parents are correlated with enhanced academic outcomes for learners. This paper explores the coming together of two fields in educational research, home and school literacies, and the development of relationships between schools and the communities they serve. The paper reflects on research in progress that examines the articulation of these fields at the point of classroom practice. The research project seeks to explore the coming together of home, community, and school literacies at the level of pedagogy in schools serving disadvantaged communities in Sydney's (Australia) south western suburbs. The project has begun with an investigation into the relationships families have with their schools and continues to explore this as it affects on literacy teaching, the central focus being to discover and investigate the critical issues around pedagogy to emerge from the interplay between home-school relationships and literacy development. Some working definitions of literacy and congruence are developed before a consideration of new terminology to describe a different kind of relationship between home and school--these are then considered in light of classic and recent research into home and school literacies and school and community partnerships. Finally, the paper presents, together with discussion points and future directions, a draft model of congruence developed in response to early data gathered from three schools. (Contains 27 references.) (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia