<p>This thesis is the result of an ethnographic study of the multilingual literacy practices of a group of families in their particular spaces within the urban context of the community of Manenberg, with the specific view of investigating the links between spatial and urban capital and the literacy practices to be encountered amongst these families. The following questions form the core of the study: 1. What are the parental ethnotheories about literacy and schooling? 2. Are there family literacy practices that may enhance preschool children&rsquo / s ability to make meaning within the school system? The results of the thesis show a range of beliefs resulting in parents adopting a range of strategies in terms of&nbsp / language choice and literacy socialisation of their children. The thesis also shows that the vast majority of parents view acquisition of English as important, that there is a definite concern about access to libraries and about safe places for children to engage in extramural activity. Parental ethnotheories have a direct bearing on how the preschool child is oriented towards literacy. This includes implications for what languages the preschool child is exposed to, what medium of instruction parents prefer for their children (which is often not the language of highest competence of the child), whether or not various supposedly accessible resources for the promotion of children&rsquo / s literacy are tapped into, and whether or not parents become actively involved in the literacy acquisition of their children. However, these findings need to be seen in the larger context of the research participants&rsquo / perceptions and discourses about space, multilingualism, and literacy. Some unexpected findings are shown as a result of listening to people&rsquo / s voices on the ground. The&nbsp / respondents&rsquo / ethnotheories of multilingualism, space, and literacy produce narratives of local patriotism, pride in Cape Afrikaans, and of emplacement rather than displacement.&nbsp / Urban planning structures, whether envisaged under apartheid or by successive regimes in the post apartheid era, are shown to have become less rigid, fluid, and porous. The&nbsp / local moral economy works to legitimise poverty, so that living in a shack is not stigmatised, and gang members are seen to be full members of the local community, ignoring&nbsp / normative structures that would treat such agents in a punitive manner beyond the borders of Manenberg. Residents, though mostly impoverished and lacking in high levels of&nbsp / education, are shown to remain marginalised through a lack of material resources, with many in need of a strategic orientation to resources, including those which would enable&nbsp / them to orient their children to literacy in such a way as to enable them to make a successful transition to the school system.</p>

<p>This thesis is the result of an ethnographic study of the multilingual literacy practices of a group of families in their particular spaces within the urban context of the community of Manenberg, with the specific view of investigating the links between spatial and urban capital and the literacy practices to be encountered amongst these families. The following questions form the core of the study: 1. What are the parental ethnotheories about literacy and schooling? 2. Are there family literacy practices that may enhance preschool children&rsquo / s ability to make meaning within the school system? The results of the thesis show a range of beliefs resulting in parents adopting a range of strategies in terms of&nbsp / language choice and literacy socialisation of their children. The thesis also shows that the vast majority of parents view acquisition of English as important, that there is a definite concern about access to libraries and about safe places for children to engage in extramural activity. Parental ethnotheories have a direct bearing on how the preschool child is oriented towards literacy. This includes implications for what languages the preschool child is exposed to, what medium of instruction parents prefer for their children (which is often not the language of highest competence of the child), whether or not various supposedly accessible resources for the promotion of children&rsquo / s literacy are tapped into, and whether or not parents become actively involved in the literacy acquisition of their children. However, these findings need to be seen in the larger context of the research participants&rsquo / perceptions and discourses about space, multilingualism, and literacy. Some unexpected findings are shown as a result of listening to people&rsquo / s voices on the ground. The&nbsp / respondents&rsquo / ethnotheories of multilingualism, space, and literacy produce narratives of local patriotism, pride in Cape Afrikaans, and of emplacement rather than displacement.&nbsp / Urban planning structures, whether envisaged under apartheid or by successive regimes in the post apartheid era, are shown to have become less rigid, fluid, and porous. The&nbsp / local moral economy works to legitimise poverty, so that living in a shack is not stigmatised, and gang members are seen to be full members of the local community, ignoring&nbsp / normative structures that would treat such agents in a punitive manner beyond the borders of Manenberg. Residents, though mostly impoverished and lacking in high levels of&nbsp / education, are shown to remain marginalised through a lack of material resources, with many in need of a strategic orientation to resources, including those which would enable&nbsp / them to orient their children to literacy in such a way as to enable them to make a successful transition to the school system.</p>

Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2014-01-17T17:58:53Z No. of bitstreams: 1 Dissertação MARIANA LEONESY DA SILVEIRA BARRETO.pdf: 848353 bytes, checksum: 650d968a10392e974b4a25e844b739b5 (MD5) / Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2014-02-03T14:46:30Z (GMT) No. of bitstreams: 1 Dissertação MARIANA LEONESY DA SILVEIRA BARRETO.pdf: 848353 bytes, checksum: 650d968a10392e974b4a25e844b739b5 (MD5) / Made available in DSpace on 2014-02-03T14:46:30Z (GMT). No. of bitstreams: 1 Dissertação MARIANA LEONESY DA SILVEIRA BARRETO.pdf: 848353 bytes, checksum: 650d968a10392e974b4a25e844b739b5 (MD5) / As etnoteorias parentais são definidas como um conjunto organizado de ideias sobre o desenvolvimento infantil, cuidados e práticas parentais, incluindo metas de socialização: desejos e expectativas em relação ao futuro de uma criança e ao modo mais efetivo de criá-la (Harkness e Super, 1996a). Etnoteorias parentais têm sido, algumas vezes, pesquisadas conjuntamente com a concepção de modelo de self, definida como um produto das representações que o indivíduo possui de si mesmo e do modo como ele estabelece relações interpessoais (Markus & Kitayama, 1991). O objetivo deste trabalho é entender como o modelo de self e as metas de socialização são compartilhadas entre mães com diferentes níveis sociais e econômicos e de diferentes gerações. Para isso, foi adotado como perspectivas teóricas o conceito de cultura de Tooby e Cosmides (1995) e a concepção de etnoteorias parentais de Harkness e Super (1996a, 1996b). Foi realizado um estudo descritivo e exploratório, de abordagem quantitativa. Participaram da pesquisa 116 mães com diferentes faixas etárias e níveis sociais e econômicos, as quais responderam as escalas de self autônomo e relacional (Kagitçibasi, 2007), a escala de metas de socialização (Keller et al., 2006) e um questionário sociodemográfico. As escalas de self foram mensuradas a partir do modelo proposto por Kagitçibasi (2007), as escalas de metas de socialização foram analisadas levando em consideração duas dimensões: autonomia e relacionamento e os dados sociodemográficos foram tratados de acordo com o Four Fator Scale de Hollinsghead (1975). Os resultados indicaram que a maioria dos participantes foi enquadrada no modelo de self autônomo relacional. Entre as mães mais jovens, prevaleceu o modelo de self autônomo separado, enquanto que entre as mães com idade mais avançada houve uma maior aderência ao modelo de self autônomo relacional. Ao comparar o modelo de self entre as mães de diferentes níveis sociais e econômicos, não foram obtidas diferenças significativas. No que se refere às metas de socialização, houve um maior compartilhamento das metas relacionais pelas mães que estudaram por menos tempo e pelas mães com menor renda. Houve correlações entre os modelos de self e as metas de socialização; no entanto, como as correlações foram fracas, os resultados permitem afirmar que há uma congruência parcial em relação à teoria dos modelos culturais, a qual indica haver um certo padrão ao relacionar os modelos de self às metas de socialização. A pesquisa realizada contribuiu para a discussão de conceitos que, embora sejam amplamente discutidos, ainda carecem de estudos empíricos. Ethnotheories are defined as an organized set of ideas regarding child development, care and parenting practices, including socialization goals, desires and expectations regarding the future of a child and the most effective way to create it (Harkness and Super, 1996a). Sometimes, ethnotheories have been studied together with the concept of self model, which is defined as a product of the representations that the individual has of himself and how he establishes interpersonal relationships (Markus & Kitayama, 1991). The objective of this study is to understand how the model of self and socialization goals are shared between mothers with different social and economic levels and different generations. Therefore, it was adopted as the theoretical perspectives of the culture concept (Tooby & Cosmides 1995) and the concept of parental ethnotheories (Harkness & Super 1996a, 1996b). It was conducted a descriptive study, using a quantitative approach. The participants were 116 mothers who varied in age and with different social and economic levels, which responded to the scales of autonomous self and relational self (Kagitçibasi, 2007), the scale of socialization goals (Keller et al., 2006) and a sociodemographic survey. The scales of self were measured from the model proposed by Kagitçibasi (2007), the scales of socialization goals were analyzed taking into account two dimensions: autonomy and relationship, and the sociodemographic data was treated according to the Four Factor Scale of Hollinsghead (1975). The results indicated that most participants were included on the relational model. Among the younger mothers, the prevailing self model was autonomous separate while between the older mothers was a greater adherence to the autonomous relational self. A comparison of the model of self among mothers of different social and economic differences was not obtained.With regard to the socialization goals, there was a greater sharing of relational goals by mothers who are less educated and for mothers with lower incomes. Correlations were observed between the models of self and socialization goals, however, the correlations were weak, the results indicate that there is a partial congruence in relation to the theory of cultural models, which suggests a certain pattern that relates the self models to the socialization goals. The research contributed to the discussion of concepts, although widely discussed, still lacks of empirical studies.

Magister Artium - MA / This thesis is the result of an ethnographic study of the multilingual literacy practices of a group of families in their particular spaces within the urban context of the community of Manenberg, with the specific view of investigating the links between spatial and urban capital and the literacy practices to be encountered amongst these families. The following questions form the core of the study: 1. What are the parental ethnotheories about literacy and schooling? 2. Are there family literacy practices that may enhance preschool children’s ability to make meaning within the school system? The results of the thesis show a range of beliefs resulting in parents adopting a range of strategies in terms of language choice and literacy socialisation of their children. The thesis also shows that the vast majority of parents view acquisition of English as important, that there is a definite concern about access to libraries and about safe places for children to engage in extramural activity. Parental ethnotheories have a direct bearing on how the preschool child is oriented towards literacy. This includes implications for what languages the preschool child is exposed to, what medium of instruction parents prefer for their children (which is often not the language of highest competence of the child), whether or not various supposedly accessible resources for the promotion of children’s literacy are tapped into, and whether or not parents become actively involved in the literacy acquisition of their children. However, these findings need to be seen in the larger context of the research participants’ perceptions and discourses about space, multilingualism, and literacy. Some unexpected findings are shown as a result of listening to people’s voices on the ground. The respondents’ ethnotheories of multilingualism, space, and literacy produce narratives of local patriotism, pride in Cape Afrikaans, and of emplacement rather than displacement. Urban planning structures, whether envisaged under apartheid or by successive regimes in the post apartheid era, are shown to have become less rigid, fluid, and porous. The local moral economy works to legitimise poverty, so that living in a shack is not stigmatised, and gang members are seen to be full members of the local community, ignoring normative structures that would treat such agents in a punitive manner beyond the borders of Manenberg. Residents, though mostly impoverished and lacking in high levels of education, are shown to remain marginalised through a lack of material resources, with many in need of a strategic orientation to resources, including those which would enable them to orient their children to literacy in such a way as to enable them to make a successful transition to the school system. / South Africa

In this study, children s ideas about childcare were investigated cross-culturally, considering gender differences as well as developmental and cultural factors. Children between 4 and 8 years of age were interviewed. A rural Nso sample representing a prototypical interdependent context (N=72) and a German middle-class sample representing a prototypical independent context (N=64) were selected. Through the help of picture cards that showed children caring for babies, the children were asked to answer what aspects of care (e.g. primary care, body contact, or object stimulation) are most important and why they are important. Furthermore, the children were asked to elaborate on what they would like to teach a baby and how to react in certain situations, such as infant crying. It was assumed that the children s ideas reflect the characteristic model of childrearing of the respective cultural community. Older children were expected to express more elaborated ideas, but gender differences in the knowledge about infant care were not expected. Results indicate that the Nso and German children apply different caregiving models. The Nso model is characterized by multiple caregivers, co-occurring care, high sensitivity to negative infant signals, and a focus on body contact. The German model, on the other hand, was based on exclusive attention by the mother and distal parenting, such as object stimulation, face-to-face interaction, and vocal interaction. The German children s unexpected focus on primary care and motor development is discussed with respect to different practical caregiving experiences of the German and Nso children and varying sense of responsibility for infant care. Concerning age and gender differences, the hypotheses were predominantly confirmed. Finally, methodological challenges of cross-cultural research and of interviews with children are discussed, and perspectives for future research are presented.

In the United States, educators, parents, policy makers, politicians, the media, researchers, and practitioners in many academic fields have taken an interest in outcomes for children aged 6 to 14 who participate in extracurricular activities outside of school time. Very little research examines parents' beliefs about and behaviors surrounding their children's participation in extracurricular activities. Yet, it may be parents' beliefs that guide choices about and persistence in extracurricular activities. This study used a phenomenonlogical and qualitative approach toward understanding parents' ideas and beliefs about their child's participation in extracurricular activities. These ideas and beliefs or parental ethnotheories are what parents believe are the correct or proper way to raise a child. Interviews with 11 parents of fourth and fifth graders at a university-based laboratory school indicated that parents thought strategically about their child's future. According to the parents, involvement in extracurricular activities produced socially adept children, who have "something in common" with other people, and are able to interact successfully with people of any age in as many different situations as possible. From this participation they sought to improve their child's social standing among peers, with adults, and in life in general. Parents structured and guided their child toward opportunities for growth and achievement through involvement in extracurricular activities. They believed that this involvement resulted in a "well rounded" child with a broad base of knowledge about the world. Parents believed these experiences would benefit their child in any future endeavors (college, careers, and family life).

In this thesis ethnotheories on the expression of emotional warmth towards babies were studied, considering socio-economic and cultural factors. It was proposed that the more relatedness is emphasized as a socialization goal the more emphasis is also put on the expression of emotional warmth. Furthermore, the modality, in which emotional warmth is perceived to be ideally expressed, was expected to be related to the extent the participants want to foster autonomy. Autonomy-fostering caregivers were expected to stress distal modes of expressing emotional warmth more, than less autonomy-fostering caregivers. These two hypotheses were tested with mothers (and grandmothers) of three-month-old children from Germany, USA, urban and rural India. The hypotheses were predominantly confirmed, though some methodological issues are reasons for concern. The applicability of the (Western) psychological theories on the expression of emotional warmth towards infants perceived by Indian caregivers was explored. The Indian caregivers ethnotheories matched the psychological theories fairly well. However, other concepts were also mentioned frequently. Therefore open-ended methods were used to study the indigenous concept of the Evil Eye . Some rural Indian mothers considered looking at the baby while breastfeeding, or praising the baby as a potential danger. Finally, the different caregivers roles as perceived by urban Indian mothers and rural Indian mothers and grandmothers were explored. The mother was seen as the most important caregiver for the expression of warmth towards an infant, though rural and urban caregivers disagreed about the reasons for her being special. Other (unspecified) family members were mentioned frequently. Fathers were perceived in different roles by urban and rural mothers, though they agreed on them being providers of vocal or verbal stimulation for the child. The mothers regarded the grandmothers as a source of advice and support in child-rearing matters.

[pt] Diante das inúmeras modificações sofridas ao longo da história, a sociedade ocidental deparou-se com o surgimento de novos modelos de configurações familiares, dentre eles as famílias homoparentais. Diante dessas transformações, a parentalidade surge para se repensar a família, indo além dos vínculos biológicos, considerando a importância do aspecto social nas funções parentais, principalmente no tocante às práticas educativas das crianças, referindo-se aos valores e crenças das pessoas responsáveis pela educação destes, que exercem o papel parental. O objetivo da presente pesquisa consistiu em investigar a valorização dos sistemas de cuidado parental, bem como das metas de socialização em homens cuidadores residentes da cidade do Rio de Janeiro, que estejam em relações homoafetivas e que possuam filhos com idade até 11 anos. A partir de uma entrevista semi-estruturada e da aplicação de um inventário de metas de socialização em 20 sujeitos, o presente estudo apontou para uma preferência pelo modelo autônomo-relacional quanto ao desenvolvimento do self dos filhos desses cuidadores, implicando a valorização tanto da independência da criança como das relações que ela estabelecerá com o social; além da valorização dos sistemas de cuidados parentais de contato corporal e contato face-a-face, ressaltando a importância do afeto na constituição dessas famílias. / [en] In view of the countless transformations underwent throughout history, Western society has faced the emergence of new family configuration models, among them the homoparental families. On this matter, the concept parenting comes up to rethink the family, comprising beyond biological bonds, pointing out to the importance of social factors on parental roles, mostly in relation to children s education practices, regarding the parents values and beliefs.This reaserch aims to investigate the appreciation in both parental care systems and the socialization goals set by male parents from Rio de Janeiro, who are currently in a same-sex relationship and who have children under 11 years old. Based on a semi-structured interview as well as on the application of an inventory containing socialization goals, both conducted on 20 subjects, the present study has pointed out to their preferring of the autonomous-relational model regarding the development of their children s self, implying the valorization of both the independence of the child and the relations that he will establish with the social; besides the appreciation of parental care systems which comprise body and face-to-face contact, highlighting the importance of affection in the constitution of these families.

No description available.