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A Meta‐Ethnography of Family Literacy Scholarship: Ways With Metaphors and Silence.

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Title: A Meta‐Ethnography of Family Literacy Scholarship: Ways With Metaphors and Silence.
Authors: Compton‐Lilly, Catherine F.1 lillycf@mailbox.sc.edu, Rogers, Rebecca L.2 rogersrl@umsl.edu, Lewis Ellison, Tisha3 tellison@uga.edu
Source: Reading Research Quarterly (John Wiley & Sons, Inc.). Apr2020, Vol. 55 Issue 2, p271-289. 19p. 1 Diagram, 4 Charts.
Subject Terms: *Family literacy programs, *Literacy, *Literacy programs, Oppression, Racism
Abstract: In this meta‐ethnography, the authors analyze the metaphors that inhabit highly cited examples of family literacy scholarship. Meta‐ethnography is a methodology, as described by Noblit and Hare, in which metaphors are analyzed as linguistic tools; in this article, they are used to compare and synthesize understandings across existing ethnographic family literacy studies. Specifically, the authors identified and translated key metaphors in highly cited family literacy research studies to trace the development, refinement, and expansion of epistemological stances that have informed and continue to frame family literacy scholarship. This meta‐ethnography makes visible changes in understandings and emerging lines of argument related to family literacy practices that generally are not visible. Specifically, this analysis led to the identification of a problematic silence related to racism and systemic oppression, which the authors take up as a significant meta‐ethnographic finding. [ABSTRACT FROM AUTHOR]
Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: A Meta‐Ethnography of Family Literacy Scholarship: Ways With Metaphors and Silence.
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  Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28John+Wiley+%26+Sons%2C+Inc%2E%29%22">Reading Research Quarterly (John Wiley & Sons, Inc.)</searchLink>. Apr2020, Vol. 55 Issue 2, p271-289. 19p. 1 Diagram, 4 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Family+literacy+programs%22">Family literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br /><searchLink fieldCode="DE" term="%22Oppression%22">Oppression</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink>
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  Data: In this meta‐ethnography, the authors analyze the metaphors that inhabit highly cited examples of family literacy scholarship. Meta‐ethnography is a methodology, as described by Noblit and Hare, in which metaphors are analyzed as linguistic tools; in this article, they are used to compare and synthesize understandings across existing ethnographic family literacy studies. Specifically, the authors identified and translated key metaphors in highly cited family literacy research studies to trace the development, refinement, and expansion of epistemological stances that have informed and continue to frame family literacy scholarship. This meta‐ethnography makes visible changes in understandings and emerging lines of argument related to family literacy practices that generally are not visible. Specifically, this analysis led to the identification of a problematic silence related to racism and systemic oppression, which the authors take up as a significant meta‐ethnographic finding. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Literacy programs
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              Text: Apr2020
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