The Resource A study of home literacy practices in two Indigenous families and a comparison with school based literacy practices, by Kathryn Mannion, (manuscript)

A study of home literacy practices in two Indigenous families and a comparison with school based literacy practices, by Kathryn Mannion, (manuscript)

Label
A study of home literacy practices in two Indigenous families and a comparison with school based literacy practices
Title
A study of home literacy practices in two Indigenous families and a comparison with school based literacy practices
Statement of responsibility
by Kathryn Mannion
Creator
Subject
Language
eng
Summary
Annotation pending
Cataloging source
XNTU
http://library.link/vocab/creatorName
Mannion, Kathryn
Dewey number
302.2244/0994
Dissertation note
Thesis (Ph.D.)--Charles Darwin University, Darwin 2007.
http://library.link/vocab/subjectName
  • Literacy
  • Literacy
  • Aboriginal Australians
  • Home and school
Label
A study of home literacy practices in two Indigenous families and a comparison with school based literacy practices, by Kathryn Mannion, (manuscript)
Instantiates
Publication
Note
Typescript, signed
Bibliography note
Bibliography: leaves 416-457
Contents
Introduction: Overview of the research: a statement of the issues: culturally responsive pedagogies; literacy as social practice; literacy as knowledge, power and identity; the study; previous research: description of participants, aims of the study, rationale; An outline of the thesis -- Literature review: situated learning; situated literacy; home, family and community literacy; Multiliteracies: hybridity and hybrid texts; Indigenous beliefs, values and identity; Literacy practices in Indigenous families; Predicates to failure or success at school: the importance of school and home partnerships in alleviating cultural discontinuity; the reproduction of privilege and disadvantage; acknowledging and valuing diversity; inclusivity and the nature of learning; understanding Indigenous youth -- Theorising literacy: Education of Aboriginal and Torres Strait Islander children: a brief history of education and literacy learning; Theorising the failure of schools: deficit explanations for educational failure; theorising literacy: definitions of literacy; my literacy stories; the virtual schoolbag; Culturally responsive pedagogies and inclusivity -- Research methodology: purpose of the research; qualitative research; ethnographic research; interpretative research; researching racialised discourse and the role of Critical Race Theory; the non Indigenous researcher and the danger of ethnocentricity: a personal justification; the study; Data collection: selecting willing participant, information and consent forms, participant observation, videotaping, focus/discussion groups, interviews, photographs, work samples, critical portrayal and narratives; Critical analysis; Findings; Triangulation and validity -- Ethnographica account of two families literacy practices: setting; Real texts and lived practices; Jeanie: what is visible; what is less visible; Esther: what is visible; what is less visible; student interviews; teacher interviews: Indigenous teacher responses; non-Indigenous teacher responses; The writing lessons -- Tracks to literacy: the survival track to literacy; the playing at literacy track; the environmental print track to literacy; the demonstration track to literacy; the family literacy tradition track; unique and personal experience track to literacy; the popular culture track to literacy; the semiotic track to literacy; the spiritual track to literacy -- Situated literacies and the disconnection with school: literacy teaching in schools : policies and programs; resources; The situatedness of learning: multiliteracies and hybridity; Indigenous literacies: the importance of family, literacy and identity, literacy and spirituality, literacy practices, language and identity; Predicates to school success or faiure: what the data tell us; The importance of school and home partnerships in alleviating cultural discontinuity; The reproduction of privilege and disadvantage; Acknowledging and valuing diversity; Inclusive pedagogies; Understanding Indigenous youth -- My literacy teaching practice -- Conclusions: Indigenous literacies and the situatedness of learning: multiliteracies and hybridity; Promoting home / school partnerships; Implications for the subversion of privilege and disadvantage; Implications for the acknowledgement and valuing of diversity; Pedagogical implications; Implications for the acknowedgement and valuing of diversity; Pedagogical implications; Implications for understanding Indigenous youth; Conclusions; My journey; Epilogue
Control code
000042982026
Dimensions
30 cm.
Extent
2 v. (x, 457 leaves)
Governing access note
Open access - reading. Open copying for private study (in accordance with Copyright Act 1968), closed quotation. Not for Inter-Library Loan
Other physical details
col. ill.
Stock number
MAR08/231
Label
A study of home literacy practices in two Indigenous families and a comparison with school based literacy practices, by Kathryn Mannion, (manuscript)
Publication
Note
Typescript, signed
Bibliography note
Bibliography: leaves 416-457
Contents
Introduction: Overview of the research: a statement of the issues: culturally responsive pedagogies; literacy as social practice; literacy as knowledge, power and identity; the study; previous research: description of participants, aims of the study, rationale; An outline of the thesis -- Literature review: situated learning; situated literacy; home, family and community literacy; Multiliteracies: hybridity and hybrid texts; Indigenous beliefs, values and identity; Literacy practices in Indigenous families; Predicates to failure or success at school: the importance of school and home partnerships in alleviating cultural discontinuity; the reproduction of privilege and disadvantage; acknowledging and valuing diversity; inclusivity and the nature of learning; understanding Indigenous youth -- Theorising literacy: Education of Aboriginal and Torres Strait Islander children: a brief history of education and literacy learning; Theorising the failure of schools: deficit explanations for educational failure; theorising literacy: definitions of literacy; my literacy stories; the virtual schoolbag; Culturally responsive pedagogies and inclusivity -- Research methodology: purpose of the research; qualitative research; ethnographic research; interpretative research; researching racialised discourse and the role of Critical Race Theory; the non Indigenous researcher and the danger of ethnocentricity: a personal justification; the study; Data collection: selecting willing participant, information and consent forms, participant observation, videotaping, focus/discussion groups, interviews, photographs, work samples, critical portrayal and narratives; Critical analysis; Findings; Triangulation and validity -- Ethnographica account of two families literacy practices: setting; Real texts and lived practices; Jeanie: what is visible; what is less visible; Esther: what is visible; what is less visible; student interviews; teacher interviews: Indigenous teacher responses; non-Indigenous teacher responses; The writing lessons -- Tracks to literacy: the survival track to literacy; the playing at literacy track; the environmental print track to literacy; the demonstration track to literacy; the family literacy tradition track; unique and personal experience track to literacy; the popular culture track to literacy; the semiotic track to literacy; the spiritual track to literacy -- Situated literacies and the disconnection with school: literacy teaching in schools : policies and programs; resources; The situatedness of learning: multiliteracies and hybridity; Indigenous literacies: the importance of family, literacy and identity, literacy and spirituality, literacy practices, language and identity; Predicates to school success or faiure: what the data tell us; The importance of school and home partnerships in alleviating cultural discontinuity; The reproduction of privilege and disadvantage; Acknowledging and valuing diversity; Inclusive pedagogies; Understanding Indigenous youth -- My literacy teaching practice -- Conclusions: Indigenous literacies and the situatedness of learning: multiliteracies and hybridity; Promoting home / school partnerships; Implications for the subversion of privilege and disadvantage; Implications for the acknowledgement and valuing of diversity; Pedagogical implications; Implications for the acknowedgement and valuing of diversity; Pedagogical implications; Implications for understanding Indigenous youth; Conclusions; My journey; Epilogue
Control code
000042982026
Dimensions
30 cm.
Extent
2 v. (x, 457 leaves)
Governing access note
Open access - reading. Open copying for private study (in accordance with Copyright Act 1968), closed quotation. Not for Inter-Library Loan
Other physical details
col. ill.
Stock number
MAR08/231

Library Locations

    • Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS)Borrow it
      51 Lawson Cres, Acton, ACT, 2601, AU
      -35.292556 149.118617
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