Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h4JEuYC01880; Mon, 19 May 2003 10:56:34 -0400 (EDT) Date: Mon, 19 May 2003 10:56:34 -0400 (EDT) Message-Id: <3EC8FDFB.29586.1D42EC4@localhost> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: "PETER HANNON" <P.Hannon@sheffield.ac.uk> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:1558] Is it 'resistance' or is it 'choosing? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=US-ASCII Status: O Content-Length: 2715 Lines: 78 I wonder if a more flexible concept of 'family literacy' would help us think about 'parental resistance'? Must all the components of programs be simultaneous for it to count as family literacy? After all, don't we know from our own experiences that at some times in their lives parents' main interest is in helping their children's learning; at other times it is in learning themselves. It could be very positive in some circumstances for parents to put themselves first. Furthermore, that could lead them later to get involved in PACT or parenting education. Why not think of family literacy programs as having components that for some families are simultaneous but for others might be sequential (e.g., "This year I want to improve my reading and writing; next year I'll help my child." or conversely "Right now I only want to work with my child; I might do something myself another day")? This is only a problem for providers who have a restricted view of family literacy that says you must have all the components at the same time (or maybe for funders who have a restricted view). Let's think of family literacy programs as any that seek to enhance literacy by recognising and using individual learners' family relationships in their learning. Let's allow parents to choose the components they want in the order they want them. I tried to discuss this in an article I wrote a couple of years ago. "If the parent's interest in adult basic education coincides with their interest in in getting involved in their children's education then there is evidence that restricted programmes can be valuable but there is as yet no research evidence to justify such programmes being the paradigm into which all families must be squeezed." (from 'Rhetoric and research in family literacy' in British Educational Research Journal, 26, pp.121-138) Peter Hannon Date sent: Sun, 18 May 2003 19:59:11 -0400 (EDT) Send reply to: nifl-family@nifl.gov From: kate northcott <katenorthcott1@yahoo.com> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:1555] Parental resistance > Hey there - > > I am trying to find articles that discuss (or at least > acknowledge) parental resistance to the PACT time and > parenting education components of Family Literacy. > > Any suggestions? > > Thanks! > > Kate > > __________________________________ > Do you Yahoo!? > The New Yahoo! Search - Faster. Easier. Bingo. > http://search.yahoo.com ------------------------ Professor Peter Hannon Department of Educational Studies University of Sheffield Sheffield S10 2JA England Tel. 0114 222 8117 Fax. 0114 279 6236
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