Entre contextos
un análisis crítico del discurso de la alfabetización familiar, las prácticas discursivas y las subjetividades de la alfabetización
Keywords:
family literacy. critical discourse analysis. urban education. special education. literate identities.Abstract
This article draws on a 2-year ethnographic study of the literate lives of two African Americans living in urban poverty. The study demonstrates how June Treader and her oldest daughter Vicky negotiate language and literacy in their home and community proficiently yet fail to capitalize on this proficiency within the school, to the extent that Vicky is placed in special education. Illustrating the complexity of literacy in June Treader’s life, I present three discursive contexts: The Discourse of Schooling, the Discourse of Mothering and the Discourse of the Committee on Special Education meeting. Each of these contexts provides cruces (Fairclough, 1995), or moments of tension in which linguistic and institutional markers suggest the ways in which each discursive context insists on certain literate relationships and calls forth certain subjectivities. Using critical discourse analysis (Fairclough, 1995, Gee, 1996, Rogers, 2004), the article goes beyond current explorations of why children and families who come from non-mainstream homes fail to do well in school.
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