If asked to identify which children rank lowest in relation to national educational norms, have higher school dropout and absence rates, and more commonly experience learning problems, few of us would know the answer: white, urban Appalachian children. These are the children and grandchildren of Appalachian families who migrated to northern cities in the 1950s to look for work. They make up this largely “invisible” urban group, a minority that represents a significant portion of the urban poor. Literacy researchers have rarely studied urban Appalachians, yet, as Victoria Purcell-Gates demonstrates in Other People’s Words, their often severe literacy problems provide a unique perspective on literacy and the relationship between print and culture.
A compelling case study details the author’s work with one such family. The parents, who attended school off and on through the seventh grade, are unable to use public transportation, shop easily, or understand the homework their elementary-school-age son brings home because neither of them can read. But the family is not so much illiterate as low literate—the world they inhabit is an oral one, their heritage one where print had no inherent use and no inherent meaning. They have as much to learn about the culture of literacy as about written language itself.
Purcell-Gates shows how access to literacy has been blocked by a confluence of factors: negative cultural stereotypes, cultural and linguistic elitism, and pedagogical obtuseness. She calls for the recruitment and training of “proactive” teachers who can assess and encourage children’s progress and outlines specific intervention strategies.
An engaging book that makes a unique contribution to literacy research by offering answers to the ‘why’s’ of low literacy… [It] graphically portrays the ways in which the mainstream society and the educational system effectively exclude [the illiterate]… Other People’s Words is a highly readable and richly layered exploration of literacy learning. As qualitative research, it accomplishes what no empirical study can—it transcends the subjects of the study, making vast connections to the functions and effects of literacy practice in lives of adults, children, families, schools, and communities.
A powerful depiction of the literacy learning process.
This two-year case study of the author’s work with one family is situated within a more general concern for families whom the educational system seems to be failing… Replacing a predominant deficit view of low socio-economic status minority populations, the author adopts a sociocultural view of learning and an emergent literacy perspective in this detailed account of the acquisition of literacy and the relationship between print and culture. Engagingly written and widely referenced, this is a useful book for anyone considering the nature of family literacy and the interface of literacy learning and cultural experiences, including teachers, students and parents.
- Harvard University Press
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