The 'good' parent in relation to early childhood literacy : symbolic terrain and lived practice

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dc.contributor.authorNichols, S.M.
dc.contributor.authorNixon, H.P.
dc.contributor.authorRowsell, J.
dc.contributor.editorDomingo, N.
dc.contributor.editorSenaratne, S.
dc.contributor.editorWilkinson, S.
dc.contributor.editorPerera, S.
dc.date.issued2009
dc.description.abstractIn this paper we consider the place of early childhood literacy in the discursive construction of the identity(ies) of 'proper' parents. Our analysis crosses between representations of parenting in texts produced by commercial and government/public institutional interests and the self-representations of individual parents in interviews with the researchers. The argument is made that there are commonalities and disjunctures in represented and lived parenting identities as they relate to early literacy. In commercial texts that advertise educational and other products, parents are largely absent from representations and the parent's position is one of consumer on behalf of the child. In government-sanctioned texts, parents are very much present and are positioned as both learners about and important facilitators of early learning when they 'interact' with their children around language and books. The problem for which both, in their different ways, offer a solution is the "not-yet-ready" child precipitated into the evaluative environment of school without the initial competence seen as necessary to avoid falling behind right from the start. Both kinds of producers promise a smooth induction of children into mainstream literacy and learning practices if the 'good parent' plays her/his part. Finally, we use two parent cases to illustrate how parents' lived practice involves multiple discursive practices and identities as they manage young children's literacy and learning in family contexts in which they also need to negotiate relations with their partners and with paid and domestic work.
dc.description.statementofresponsibilityN. Rodrigo, W. W. Jayathilaka
dc.identifier.citationGlobal Net Zero Carbon Practices in Construction, 2009 / Domingo, N., Senaratne, S., Wilkinson, S., Perera, S. (ed./s), vol.43, pp.65-74
dc.identifier.doi10.1111/j.1741-4369.2009.00519.x
dc.identifier.isbn9789819638529
dc.identifier.orcidRodrigo, N. [0000-0003-0896-1239]
dc.identifier.urihttps://hdl.handle.net/2440/145411
dc.language.isoen
dc.publisherWiley-Blackwell
dc.publisher.placeSingapore
dc.relation.ispartofseriesGreen Energy and Technology
dc.rightsCopyright 2009 UKLA
dc.source.urihttps://doi.org/10.1111/j.1741-4369.2009.00519.x
dc.subjectbuildings and construction industry; global energy-related emissions
dc.titleThe 'good' parent in relation to early childhood literacy : symbolic terrain and lived practice
dc.typeBook chapter
pubs.publication-statusPublished

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