Supporting the Literacy Development of Children Living in Homeless Shelters

Insights into how educators can create greater classroom support for homeless children, particularly in literacy learning and development, are provided in this article

Libraries, churches, and schools: The literate lives of mothers and children in a homeless shelter

This article addresses the question, How do mothers and children in a homeless shelter interact with literacy? We drew on the theoretical framework of social literacy practices in which cultural context is foregrounded. Data for this qualitative study included participant observation in one homeless shelter and interviews with one shelter\u27s residents and other stakeholders, including teachers, administrators, shelter staff at various shelters, and homelessness experts across Los Angeles County, California. While examining the literacy practices of women and children living in one transitional shelter, we identified three institutions that were part of their lives (a) the public library, in which choice was a major factor; (b) the church, which focused on reading the Bible; and (c) schools, where literacy was tied to evaluative outcomes. Although families were overwhelmingly positive about their participation in each of these institutions and all three were referred to as places for learning, children\u27s talk about reading and writing in school focused on procedures such as daily routines and testing. This may reflect the current mandated curriculum as well as the cost of frequent moves, which necessitate that children learn how to succeed in each new school. This study captures the influence of different institutions on the literacy practices of families in crisis and suggests ways to further support reading and writing for children living without homes. © The Author(s) 2010

Colonized teachers: Examining the implementation of a scripted reading program

During a time of reform and accountability, school districts are closely monitoring teachers\u27 instructional decisions, practices, and classroom environments. In this paper, we apply neocolonial theory to describe the experiences of elementary grade teachers in one California school district who are required to follow a scripted basal reading program. This framework allows us to view teachers\u27 interactions with program mandates through a critical lens. Focusing upon district surveillance of teachers, we suggest that through the implementation of a standard curriculum the district is exercising overt control. We introduce the following three characteristics as they connect to the teachers\u27 situation: redefined, restricted, and subsumed. These terms are then related to the theory of neocolonialism. After a brief description of teachers\u27 reactions to the curriculum, we use the terms as embedded in the theory to describe the situation of mandates and colonization tactics used by the district. © 2004, Taylor & Francis Group, LLC. © 2004, Routledge. All rights reserved