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Shared literacy sponsors: moments that sustained learning and challenged neo-deficit ideologies in programmatic family literacy.

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Title: Shared literacy sponsors: moments that sustained learning and challenged neo-deficit ideologies in programmatic family literacy.
Authors: Stacy, Jen1 jstacy@csudh.edu
Source: Ethnography & Education. Oct2020, Vol. 15 Issue 4, p395-411. 17p.
Subject Terms: *Family literacy programs, *Literacy programs, Ethnology, Hispanic American mothers, Newcomers (Sociology)
Abstract: Family literacy programmes operate on the periphery of American education and often employ a deficit orientation toward minoritized families; still, parents view these programmes as language-learning resources. This ethnographic study explores the experiences of Latina mothers enrolled in a school-based family literacy programme in Nebraska to understand what sustained their involvement. Utilising Brandt's (2001. Literacy in American Lives. Cambridge, UK: Cambridge University Press) literacy sponsorship framework, it suggests that the programme personnel somewhat shared the mothers' literacy sponsorship and, consequently, provided a learning experience that supported participants in meeting their goals. Observation and interview data showed two partially agreed upon sponsors of literacy: enriched livelihoods and spending time with children. Despite variations in other perspectives and goals, each had similar continuing stakes in participating in the programme. This agreement illuminated how the programme was responsive to mothers' goals, despite its deficit lens, and suggests a vantage point for developing more culturally congruent family literacy programmes. [ABSTRACT FROM AUTHOR]
Copyright of Ethnography & Education is the property of Taylor & Francis Ltd 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: Shared literacy sponsors: moments that sustained learning and challenged neo-deficit ideologies in programmatic family literacy.
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  Data: <searchLink fieldCode="AR" term="%22Stacy%2C+Jen%22">Stacy, Jen</searchLink><relatesTo>1</relatesTo><i> jstacy@csudh.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Ethnography+%26+Education%22">Ethnography & Education</searchLink>. Oct2020, Vol. 15 Issue 4, p395-411. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Family+literacy+programs%22">Family literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnology%22">Ethnology</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+mothers%22">Hispanic American mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Newcomers+%28Sociology%29%22">Newcomers (Sociology)</searchLink>
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  Data: Family literacy programmes operate on the periphery of American education and often employ a deficit orientation toward minoritized families; still, parents view these programmes as language-learning resources. This ethnographic study explores the experiences of Latina mothers enrolled in a school-based family literacy programme in Nebraska to understand what sustained their involvement. Utilising Brandt's (2001. Literacy in American Lives. Cambridge, UK: Cambridge University Press) literacy sponsorship framework, it suggests that the programme personnel somewhat shared the mothers' literacy sponsorship and, consequently, provided a learning experience that supported participants in meeting their goals. Observation and interview data showed two partially agreed upon sponsors of literacy: enriched livelihoods and spending time with children. Despite variations in other perspectives and goals, each had similar continuing stakes in participating in the programme. This agreement illuminated how the programme was responsive to mothers' goals, despite its deficit lens, and suggests a vantage point for developing more culturally congruent family literacy programmes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Ethnography & Education is the property of Taylor & Francis Ltd 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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        Value: 10.1080/17457823.2019.1666418
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      – Code: eng
        Text: English
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      – SubjectFull: Family literacy programs
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      – SubjectFull: Literacy programs
        Type: general
      – SubjectFull: Ethnology
        Type: general
      – SubjectFull: Hispanic American mothers
        Type: general
      – SubjectFull: Newcomers (Sociology)
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      – TitleFull: Shared literacy sponsors: moments that sustained learning and challenged neo-deficit ideologies in programmatic family literacy.
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