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 considers the growth of ‘family literacy programmes’ 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 education. 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 affect schooling in ways which give all families, however constructed, a genuine ‘voice’ in their children's education.

LanguageEnglish
Pages363-375
Number of pages13
JournalJournal of Education Policy
Volume11
Issue number3
DOIs
Publication statusPublished - 1 May 1996
Externally publishedYes

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literacy
school
middle-class family
child education
privilege
education
deficit
community
Values
experience

Cite this

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Family literacy, the home and the school : A cultural perspective. / Tett, Lyn; Clair, Ralf St.

In: Journal of Education Policy, Vol. 11, No. 3, 01.05.1996, p. 363-375.

Research output: Contribution to journalArticle

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