Those Who Know and Are Known: Students Using Ethnography to Interrogate Language and Literacy Ideologies

Those Who Know and Are Known: Students Using Ethnography to Interrogate Language and Literacy... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Adolescent & Adult Literacy Wiley

Those Who Know and Are Known: Students Using Ethnography to Interrogate Language and Literacy Ideologies

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Publisher
Wiley Subscription Services, Inc., A Wiley Company
Copyright
Copyright © 2018 International Literacy Association
ISSN
1081-3004
eISSN
1936-2706
D.O.I.
10.1002/jaal.710
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Journal of Adolescent & Adult LiteracyWiley

Published: Jan 1, 2018

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