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Session aims and outline
To focus on the role of care in learning literacyTo explore some inequalities of care-giving and
receiving in learning literacyTo generate some ideas for embedding care in
learning literacy
Short input – time for reflection – group collaboration and feedback – closing round
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
1) ADULT MEMORIES OF CHILDHOOD LITERACY
2) PARENTS’ VIEWS OF FAMILY LITERACY
3) A SMALL MENTION OF A THIRD STUDY
Focus on two studies
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
Memories of learning literacy
A study of the role of care in learning literacy3-year ethnography with adult survivors of institutional
abuse in Irish industrial schools28 adults aged 40-65 years with met and unmet literacy
needs (15 met/ partially met/13 unmet)Observation, accompaniment, semi-structured interviewsTriangulation – 10 interviews with tutors, counsellors,
legal professionals and Centre staff Practitioner research in the wake of the State apology in
1999Even small amounts of care made a big difference
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
Defining learning care…
Learning care refers specifically to the impact (giving and receiving) of degrees of care on our capacity to absorb and retain new knowledge and skills.
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
Four types of learning care
The primary learning care relationships experienced within the
family or alternative primary care centre.
Secondary learning care relationships in school and adult learning
centres.
Solidary learning care experienced with peer learners and
communities of interest.
State learning care describes the attentiveness given by the State
to ensuring structural equality (equality of condition) across all the
contexts that influence family, school and community capacity to
support literacy learning. ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
Taking care of family literacy work
Hegarty, Ann and Maggie Feeley (2010) Taking care of family literacy work: An enquiry with parents about their experience of nurturing language and literacy in the home. Dublin: NALA
Extended research conversations with 3 groups in Dublin, Midlands, West (20 women and 2 men) using photovoice
To explore with parents their attitudes, perceptions, knowledge and understanding of family literacy; their role and engagement; their views of family literacy programmes and their needs
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
Photovoice
Qualitative and participative methodology – designed to give voice to those who often go unheard
Voicing our individual and collective experienceFreirean, feminist and egalitarian approach to researchPhotos prompt reflection, narratives, discussion that is
recorded, codified and analysedTrust and belief in grassroots wisdom to name and
challenge dominant/dominating structures and prompt change
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
3 x 2-hour workshops
Workshop 1 – reading and writing photographsWorkshop 2 – discussing the photosWorkshop 3 – designing family literacy supportsFollow-up interviews with 5 participantsFeedback sessionsAffirmed participants role in supporting family literacyHeightened ‘noticing’ of literacy events and practicesIncreased interest in family literacy programmes
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
Literacy and care
There should be a bit of love has to go in there too. Actually when I am doing homework with the young fellow he is kind of sitting up and kind of leaning against me as if to say – I am well supported here. He feels safe. So I think love should go in there. (Parent aged 42 with 4 children)
I have always read to him even when he was a baby. It’s a comfort thing really. He’d sit in my lap and I’d read to him or maybe he would be in bed or we’d be sitting together. Sometimes we do these things but we won’t think of it as teaching or even as work but I think that being a mother is one of the hardest jobs in the world. (Parent aged 32 with 3 children).
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
Findings about family literacy
All parents want their children to do wellParents want to be involved in partnership with schools
but school’s vary in the degree to which they view parents as partners; schools don’t treat all children equally
Parents enjoy the support of peers and welcome the idea of family literacy programmes
As a result of structural inequalities, parents are unequally resourced to do this work
Parents want: intensive literacy support; more skills in supporting children with language and literacy development, dealing with learning difficulties, computer skills, bullying and communicating with the school
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
HOW DO IDEAS/IDEALS ABOUT MASCULINITY ENABLE OR CONSTRAIN FATHERS INVOLVEMENT IN FAMILY LITERACY?
Is learning care gendered?
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
I think there are still some men out there who think that family literacy is women’s work but it has to be a two-way street. You have to give. In my father’s generation it was women’s work and the fathers had to work and they didn’t do anything with the kids. (Father aged 42 with 2 children)
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
The pivotal nature of care
A decisive factor in all projects is the pivotal nature of affective aspects of learning and how unequally resourced parents are to do this work
Do we need to put learning care more visibly on the agenda?
ann.hegarty@nuim.ie & maggie.feeley@ucd.ie
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