Family Literacy Programs as Intersubjective Spaces: Insights from Three Decades of Working in Culturally, Linguistically and Socially Diverse Communities

Authors

  • Ann Anderson UBC
  • Jim Anderson University of British Columbia
  • Alison Gear Early Learning Coordinator, School District No. 50 Haida Gwaii

DOI:

https://doi.org/10.20360/G2N30D

Abstract

In this article we draw on our three decades of work in culturally, linguistically, and socially diverse communities – an economically depressed, rural community in Eastern Canada, a culturally and linguistically diverse metropolitan area of western Canada and a First Nations community in north-western Canada – to document the development and evolution of a social-contextually responsive family literacy program. We propose that family literacy programs can build on the strengths that families bring and provide an intersubjective space where families and schools can share knowledge in a reciprocal, respectful manner.

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Published

2015-06-09

How to Cite

Anderson, A., Anderson, J., & Gear, A. (2015). Family Literacy Programs as Intersubjective Spaces: Insights from Three Decades of Working in Culturally, Linguistically and Socially Diverse Communities. Language and Literacy, 17(2), 41–58. https://doi.org/10.20360/G2N30D

Issue

Vol. 17 No. 2 (2015): Special Issue: A Landscape View of Literacy Studies in Canada; Editors: Burcu Yaman Ntelioglou and Jennifer Rowsell

Section

Articles

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