ERIC Number: EJ872398
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 28
So You Don't Get Tricked: Counter-Narratives of Literacy in a Rural Mexican Community
Meyers, Susan V.
Community Literacy Journal, v3 n2 p19-35 2009
A recent nine-month field study considered the relationships among school-sponsored and community forms of literacy practices in a migrant-sending area of rural Mexico. While many teachers in rural Mexico argue that students should remain in school rather than migrate to the U.S., this study demonstrates the ways in which schools in rural Mexico often do not recognize the needs of the communities that they serve. As a result, students in these schools often develop a pragmatic orientation toward formal literacy. While many of the skills that they learn help them navigate commercial and government bureaucracies, these students do not adopt the values embedded in formal education. Rather, they implicitly question the promise of education as a neutral means to social and economic mobility.
Descriptors: Mexican Americans, Foreign Countries, Rural Schools, Community Needs, Student Needs, Literacy Education, Migrant Children, Ethnography, Secondary Schools, Migrant Workers, Politics of Education, Social Influences, Public Education, Teacher Attitudes, Public Opinion, Industry, Unemployment, Family Violence, Dropouts, Reading Skills
Community Literacy Journal. Department of Writing, Rhetoric, & Discourse, DePaul University, 802 West Belden Avenue, Chicago, IL 60614. Tel: 906-370-0206; Web site: http://communityliteracy.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Mexico