The Role of Social and Cultural Resources in Literacy and Schooling: Three Contrasting Cases

Autor/inn/en	Fairbanks, Colleen M.; Ariail, Mary
Titel	The Role of Social and Cultural Resources in Literacy and Schooling: Three Contrasting Cases
Quelle	In: Research in the Teaching of English, 40 (2006) 3, S.310-354 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-527X
Schlagwörter	Case Studies; Adolescents; Females; Social Environment; Literacy; Educational Experience; Interviews; Middle School Students; Student Attitudes; Interpersonal Relationship; School Culture; Social Capital; Language Arts + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Soziales Umfeld; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungserfahrung; Interviewing; Interviewtechnik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schulkultur; Schulleben; Sozialkapital; Sprachkultur
Abstract	This article presents case studies of three adolescent girls' literacy-related school experiences over a three-year period, focusing on the girls' own accounts of their instructional and institutional interactions. Drawing on poststructural and constructivist theories of positioning and identity, we explore how particular resources were put into play for each of the girls and the social, cultural, and political meanings associated with these resources. We consider what the girls brought to their encounters with literacy and schooling, the process by which they negotiated and acquired positional identities, and the consequences of these identities for literacy learning and school participation. We conclude with two implications for practice: that teachers and administrators must be able to recognize students' abilities as well as their weaknesses as part of a fabric of negotiations and identities forged within a complex set of social contexts, and that students need to be provided opportunities to develop the embodied capital that will allow them to use critical resources such as literacy to meet the present and future demands required in school and society. (Contains 1 table.) (Author).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10