Early literacy begins with ... whom? An exploration of mothering work as a component in students' educational success

"Much research has examined the benefits of family literacy programs, but only few have taken up the embedded gendered and class dynamics found in many early literacy frameworks such as storytime programs. The purpose of this thesis then is to investigate the kinds of gendered and class based assumptions involved in early literacy work. Data collection was comprised of observations from storytime programs held at a local library; in-depth interviews with librarian programmers and mother attendees; and a content analysis of read and recommended literature. The major findings from this research suggest that: a) There are specific expectations regarding ""appropriate"" literacy work; b) It is assumed that mothers will carry out such prescribed work; and ·c) Gender was not an important consideration when selecting stories, as it was expected that authors and publishers take up such issues beforehand. These results have implications for future research on mothering discourses and early literacy work."

Author dc:creator

• Rizk, Jessica Josephine

Advisors dc:contributor.advisor

• Griffith, Alison
• Mannette, Joy
• Landstreet, Peter

Statement dc:rights

• Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.

Handle dc:identifier.uri

http://hdl.handle.net/10315/31981

OAI identifier oai:identifier

oai:yorkspace.library.yorku.ca:10315/31981