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Literacy, Culture, and Politics of Schooling: Counternarratives of a Chinese Canadian Family

Guofang Li
Anthropology & Education Quarterly
Vol. 34, No. 2 (Jun., 2003), pp. 182-204
Published by: Wiley on behalf of the American Anthropological Association
Stable URL: http://www.jstor.org/stable/3196283
Page Count: 23
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Literacy, Culture, and Politics of Schooling: Counternarratives of a Chinese Canadian Family
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Abstract

To counter the "grand narratives" of the model minority myth, this study unveils the stories of a Chinese immigrant family who are encountering difficulties with schooling. The study demonstrates a complex interrelationship between home literacy, culture, and politics of schooling. Findings suggest that cultural mismatch theory alone cannot explain minority school failure. Rather, multilevel interactions, including cultural differences, modes of incorporation, and differential power relationships between school and home, result in minority students' school difficulties.

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