<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>

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 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).

[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.

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