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ERIC Number: EJ932589
Record Type: Journal
Publication Date: 2011
Pages: 22
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1534-8431
Playing Fair with Latino Parents as Parents, Not Teachers: Beyond Family Literacy as Assisting Homework
Torres, Myriam N.; Hurtado-Vivas, Romelia
Journal of Latinos and Education, v10 n3 p223-244 2011
Family literacy has moved of late to the forefront of school reform, mostly because of the implementation of the No Child Left Behind policy. Family literacy has become a process of colonization: Standardization of the skill-based approach and Euro-American middle-class practices have become the norm for evaluating the involvement of all parents. In this article the authors present evidence for how homework and other school family literacy practices are massively striking Latino families. The authors argue that Latino parents should not be delegated the school's responsibilities of teaching children academics. These enlarged responsibilities exasperate socioeconomic, linguistic, and schooling inequities rather than alleviate them. The call is for schools to broaden and value the multiple and rich Latino family literacy practices by creating an ecology of parental engagement that implies the adjustment of the whole system.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A