Pedagogies of the home: Case study analyses of children’s transformative internalisation and externalisation of the literacy practices and cognitive, emotional and behavioural dispositions fostered in four Chinese and Lebanese heritage families in Sydney
This study documents how parents create the discursive frames within which particular orientations towards specific literacy practices and learning dispositions are promoted. Through the lens of family activities in the home, it explores elements of intergenerational continuity (and change) during processes of parental canalisation of children’s beliefs, practices and behavioural dispositions around literacy learning. It traces how children transformatively internalise and then externalise valued ways of being around literacy events. Central to the investigation is an examination of the circumstances under which literacy strategies learnt at home are successfully transferred or remain underused in enabling mastery of academic registers valued at school.
Findings suggest that the pedagogical strategies used by the Chinese and Lebanese heritage parents of this study predisposed their children to acquiring the very literacies, behavioural characteristics and metacognitive traits so valued in mainstream schools in Australia. Yet, differential levels of academic achievement were noted among the focal children from the four families in this study. From the data interpreted, conclusions are drawn with reference to the consequences of divergent understandings of the role of parents and teachers in the education of children; children’s acceptance of or resistance to the pedagogic norms of schooling; and children’s ability and willingness to transfer and enact, in school learning contexts, the mental and behavioural dispositions acquired during learning at home.