Family literacy, the home and the school: A cultural perspective

Lyn Tett, Ralf St Clair

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    This article coniiden the growth of 'family literacy programme' in the UK and the implications this has for the relationship between the home and the school. We argue that most programmes are informed by a view of educational deficit, itself influenced by a marketised view of education which regards families as 'consumers'of educatioa We contend that this family' is constructed in a way that privileges the patriarchal, nuclear, middle-class family and makes a clear distinction between the public and the private sphere. This leads, we suggest, to a model of family literacy which imposes school-based literacies on subordinated cultures and non-nuclear families in ways that are culturally reproductive. We discuss an alternative, culturally productive, approach which focuses on home-based literacies in ways which genuinely reflect the lived experiences of children and their families. Only in these types of programmes, we argue, will the values and practices of the home and community environment aflect schooling in ways which give all families, however constructed, a genuine'voice' in their children's education.

    Original languageEnglish
    Pages (from-to)363-375
    Number of pages13
    JournalJournal of Education Policy
    Volume11
    Issue number3
    Publication statusPublished - 1996

    Fingerprint Dive into the research topics of 'Family literacy, the home and the school: A cultural perspective'. Together they form a unique fingerprint.

  • Cite this