Suchergebnisse

Based on a case study of a participatory photography project with a Salvadoran adult literacy program, this article explores some of the challenges and risks that arise when people use cameras to document their lives. The article examines the unanticipated problems the author and participants encountered (i.e. suspicion, timidity, and ridicule), and elucidates how historical and sociocultural factors structured learners' and community residents' responses to photography. Additionally, the article identifies how participants benefited from the project and discusses implications for the use of participatory photography. Drawing on Foucault's analysis of surveillance and power, the author argues that photography is a technology with contradictory potential for social control and surveillance, and for the recovery of marginalized groups' subjugated knowledge. Although participatory photography has many potential benefits, researchers and educators must also anticipate its unintended consequences, attend to ethical considerations, and recognize how this tool is mediated by the sociocultural setting.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Foreword -- Preface -- Acknowledgments -- Part I: Introduction and Literacy Foundations -- Chapter 1: Family Literacy: Introduction and Overview -- Historical Origins and Growth -- Family Literacy Programming -- Changing Conceptions of Literacy -- Key Terms -- Conclusion -- Activities -- Suggested Readings -- References -- Chapter 2: Theories and Perspectives of Literacy Learning and Family Literacy -- Social Perspectives of Literacy -- Social-Constructivist Perspective and Family Literacy -- Sociocognitive Perspective and Family Literacy -- Sociocultural Perspectives and Family Literacy -- Literacy as a Social Practice -- Multiliteracies -- Critical Literacy -- Ecological Systems Theory -- Emergent Literacy Theory -- Conclusion -- Activities -- Suggested Readings -- References -- Chapter 3: Early Literacy Development -- Reading Readiness and Emergent Literacy -- Supporting Oral Language and Literacy Development -- Additional Book Reading Benefits -- Print Development and Letter Knowledge -- Importance of Vocabulary Learning -- Play and Early Literacy -- Emergent Writing -- Early Literacy, School Transition, and Cultural Perspectives -- Conclusion -- Activities -- Suggested Readings -- References -- Chapter 4: Adult Education and Literacy -- The Need for Adult Education in Family Literacy -- Types of Adult Education in Family Literacy -- Adult Basic Education and Literacy -- Effective Adult Education Instruction -- High School Equivalency -- Language Instruction -- Case Study: Adult Education Instruction in Practice -- Adult Outcomes in Family Literacy -- Conclusion -- Activities -- Notes -- Suggested Readings -- References -- Part II: Family Literacy and Diversity -- Chapter 5: Family Literacy and Race, Ethnicity, and Culture -- Race, Ethnicity, and Culture.

AbstractThis article uses interview and questionnaire data to examine how adult English as a second language (ESL) providers in rural Pennsylvania perceive community receptivity toward immigrants and the factors they believe foster or hinder receptivity and immigrants' integration. ESL providers' depictions of local responses to immigrants ranged from welcoming to hostile. They identified four constellations of factors that influenced receptivity: national and local politics, the labor market and immigrant occupations, immigrants' ability to look or act like native‐born residents, and community institutions. This study reveals how differing contexts of reception are believed to influence immigrants' incorporation into rural communities. It also highlights the role of educators and educational institutions in creating a welcoming atmosphere that supports immigrants' socioeconomic well‐being.