In this article, we share findings from three qualitative studies, illustrating how children of color and their families make meaning of the racial, linguistic, cultural, and gendered worlds in which they develop. The first study examines how White adoptive Lesbian, Gay, Bisexual, Trans, Queer (LGBTQ) parents engage in race conscious child-rearing of their young African American son and the dialogism of racial identity formation and racial literacies; the second study examines the family literacy learning and teaching practices of one adult English to Speakers of Other Languages student; the third study examines how Latinx parents engage intergenerational sharing of stories as tools of resistance. Utilizing critical race theory, LatCrit theory, and sociocultural perspectives on literacy and intergenerational learning as analytical lenses, this article illuminates the consequential nature of intergenerational learning that occurs through the lived and embodied literacy practices of children and families of color and the implications for literacy researchers and practitioners.
AnzaldúaG. (1999). Borderlands/la frontera: The new mestiza (2nd ed.). Aunt Lute Books.
2.
AuerbachE. R. (1995). Deconstructing the discourse of strengths in family literacy. Journal of Reading Behavior, 27(4), 643–661. https://doi.org/10.1080/10862969509547903
3.
BartonD.HamiltonM. (2000). Literacy practices. In BartonD.HamiltonM.IvaničR. (Eds.), Situated literacies: Reading and writing in context (pp. 7–15). Routledge.
4.
BellD. (1992). Faces at the bottom of the well: The permanence of racism. Basic Books.
5.
BernalD. D. (2001). Living and learning pedagogies of the home: The mestiza consciousness of Chicana students. International Journal of Qualitative Studies in Education, 12(5), 623–639.
6.
BernalD. D. (2002). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126.
7.
BernalD. D.AlemánE. (2016). Transforming educational pathways for Chicana/o students: A critical race feminista praxis. Teachers College Press.
8.
ChampionT. B. (2003). Understanding storytelling among African American children: A journey from Africa to America. Erlbaum.
9.
Cochran-SmithM.LytleS. L. (2009). Inquiry as stance. Teachers College Press.
10.
CollinsP. H. (1989). The social construction of black feminist thought. Signs: Journal of Women in Culture and Society, 14(4), 745–773.
11.
Compton-LillyC. (2009). Research directions: Listening to families over time: Seven lessons learned about literacy in families. Language Arts, 86(6), 449–457.
12.
De La PiedraM. T. (2011). “Tanto necesitamos de aqui como necesitamos de allá”: Leer juntas among Mexican transnational mothers and daughters. Language and Education, 25, 298–316.
13.
Delgado-GaitanC. (1994). Consejos: The power of cultural narrative. Anthropology and Education Quarterly, 25, 298–316.
14.
Delgado-GaitanC. (2001). The power of community: Mobilizing for family and schooling. Rowan and Littlefield Publishers.
15.
Delgado-GaitanC. (2005). Family narratives in multiple literacies. Anthropology & Education Quarterly, 36, 265–272.
16.
Delgado-GaitanC. (2012). Culture, literacy, and power in family–community–school–relationships. Theory Into Practice, 51(4), 305–311.
17.
DysonA. H.GenishiC. (2005). On the case: Approaches to language and literacy research. Teachers College Press.
18.
EmersonR. M.FretzR. I.ShawL. L. (2011). Writing ethnographic fieldnotes (2nd ed.). University of Chicago Press.
19.
FloresT. T. (2018). Chicas fuertes: Counterstories of Latinx parents raising strong girls. Bilingual Research Journal, 41(3), 329–348.
20.
FreireP. (1985). Reading the world and reading the word: An interview with Paulo Freire. Language Arts, 62(1), 15–21. Retrieved April 29, 2020, fromwww.jstor.org/stable/41405241
GadsdenV. L. (1998). Family culture and literacy learning. In OsbornJ.LehrF. (Eds.), Literacy for all: Issues in teaching and learning (pp. 32–50). Garland Press.
23.
GadsdenV. L. (2000). Intergenerational literacy within families. In KamilM.RosenthalP.PearsonR.BarrR. (Eds.), Handbook of reading research (Vol. 3, pp. 871–888). Erlbaum.
24.
GadsdenV. L. (2002). Current areas of interest in family literacy. In ComingsJ.GarnerB.SmithC. (Eds.), Annual review of adult learning and literacy (Vol. 3., pp. 248–267). Jossey-Bass.
25.
GadsdenV. L.HallM. (1996). Intergenerational learning: A review of the literature. University of Pennsylvania.
26.
GándaraP. (1995). Over the ivy walls: The educational mobility of low-income Chicanos. State University of New York Press.
27.
GeeJ. P. (2001). A sociocultural perspective on early literacy development. Handbook of Early Literacy Research, 1, 30–42.
28.
GeeJ. P. (2012). Social linguistics and literacies: Ideology in discourses (4th ed.). Routledge.
29.
GoarC.DavisJ. L.ManagoB. (2017). Discursive entwinement: How white transracially adoptive parents navigate race. Sociology of Race and Ethnicity, 3(3), 338–354.
30.
GonzálezN.MollL. C.AmantiC. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
31.
GreensteinF. I. (1965). Political parties and politics: Children and politics. Yale University Press.
32.
GutiérrezK. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164.
33.
HammersleyM.AtkinsonP. (2007). Ethnography: Principles in practice. Routledge.
34.
HeathS. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge University Press.
35.
HughesD.RodriguezJ.SmithE. P.JohnsonD. J.StevensonH. C.SpicerP. (2006). Parents’ ethnic-racial socialization practices: A review of research and directions for future study. Developmental Psychology, 42(5), 747–770.
36.
KillianC.KhannaN. (2019). Beyond color-blind and color-conscious: Approaches to racial socialization among parents of transracially adopted children. Family Relations, 68(2), 260–274.
37.
KinlochV.San PedroT. (2014). The space between listening and storying: Foundations for projects in humanization. In ParisD.WinnM. T. (Eds.), Humanizing research: Decolonizing qualitative inquiry with youth and communities (pp. 21–42). Sage.
38.
Ladson BillingsG.TateW. F. (1995). Toward a critical race theory and what’s it doing in a nice field like education?Qualitative Studies in Education, 11, 7–24.
39.
Lesane-BrownC. L. (2006). A review of race socialization within Black families. Developmental Review, 26(4), 400–426.
40.
LewisC.EncisoP.MojeE. (2007). Reframing sociocultural research on literacy: Identity, agency, and power. Lawrence Erlbaum Associates.
41.
LordeA. (1984). Sister outsider: Essays and speeches. Crossing Press.
42.
MarshallC.RossmanG. B. (2014). Designing qualitative research. Sage.
43.
McDevittM.ChaffeeS. H. (2002). From top-down to trickle-up influence: Revisiting assumptions about the family in political socialization. Political Communication, 19, 281–301.
44.
MollL. C.AmantiC.NeffD.GonzalezN. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.
45.
MoyaP. M. L. (2002). Learning from experience: Minority identities, multicultural struggles. University of California Press.
RavitchS. M.RigganM. (2013). Reason and rigor: How conceptual frameworks guide research. Sage.
48.
ReyesL. V.TorresM. N. (2007). Decolonizing family literacy in a culture circle: Reinventing the family literacy educator’s role. Journal of Early Childhood Literacy, 7(1), 73–94. https://doi.org/10.1177/1468798407074837
49.
Riojas-CortezM.FloresB. B.SmithH.ClarkE. R. (2003). Cúentame un cuento [Tell me a story]. Language Arts, 81(1), 62–71.
50.
RusojaA. (2017). We are our own best advocates: Latinx immigrants teaching and learning for their rights [Unpublished doctoral dissertation]. University of Pennsylvania, Philadelphia.
51.
SmithD. T.JacobsonC. K.JuárezB. G. (2011). White parents, Black children: Experiencing transracial adoption. Rowman & Littlefield Publishers.
52.
SolórzanoD. G. (1998). Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars. Qualitative Studies in Education, 11(1), 121–136.
53.
SolórzanoD. G.BernalD. D. (2001). Examining transformational resistance through a critical race and LatCrit theory framework: Chicana and Chicano students in an urban context. Urban Education, 36(3), 308–342.
54.
SolórzanoD. G.YossoT. (2001). Critical race and LatCrit theory and method: Counterstorytelling. International Journal of Qualitative Studies in Education, 14(4), 471–495.
55.
StreetB. V. (1984). Literacy in theory and practice (Vol. 9). Cambridge University Press.
56.
StreetB. V. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. Longman.
57.
TorresM. N.Hurtado-VivasR. (2011). Playing fair with Latino parents as parents, not teachers: Beyond family literacy as assisting homework. Journal of Latinos and Education, 10(3), 223–244.
58.
ValdésG. (1996). Con Respeto: Bridging the distance between culturally diverse families and schools. Teachers College Press.
59.
VelezV. E. (2008). Challenging lies LatCrit style: A critical race reflection of an ally to Latina/o immigrant parent leaders. FIU Review, 4(1), 119–143.
60.
WilkinH. A.KatzV. S.Ball-RokeachS. J. (2009). Role of family interaction in new immigrant Latinos’ civic engagement. Journal of Communication, 59, 387–406.
61.
WongJ.TsengV. (2008). Political socialisation in immigrant families: Challenging top-down parental socialisation models. Journal of Ethnic and Migration Studies, 34(1), 151–168.
62.
YeeM.MustafaK.CampanoH. G. (2016). Participatory research with parents: Mobilizing social capital to support children’s education. In CampanoG.GhisoM. P.WelchB. (Eds.), Partnering with immigrant communities: Action through literacy (pp. 54–65). Teachers College Press.
63.
YossoT. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91.
