NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1170713
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1081-3004
Those Who Know and Are Known: Students Using Ethnography to Interrogate Language and Literacy Ideologies
LeBlanc, Robert Jean
Journal of Adolescent & Adult Literacy, v61 n5 p489-499 Mar-Apr 2018
Framing ethnography as a form of democratic inquiry, this study examines how the author worked with a group of Mexican and Vietnamese American adolescents to learn and apply ethnographic tools to interrogate language and literacy ideologies in their school and community. Examination of the students' findings reveals circulating ideologies and narratives of English monolingualism in schools, as well as their own complex literacy repertoires that worked against Standard English deficit models. This study demonstrates the democratic potential of welcoming diverse students into their own ethnographic research for literacy learning. The study equally provides insights for teachers and researchers into the mundane ways that literacy and language ideologies are produced schools and how students work to resist these through their own practices.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A