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A Meta‐Ethnography of Family Literacy Scholarship: Ways With Metaphors and Silence
Author(s) -
ComptonLilly Catherine F.,
Rogers Rebecca L.,
Lewis Ellison Tisha
Publication year - 2019
Publication title -
reading research quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.162
H-Index - 90
eISSN - 1936-2722
pISSN - 0034-0553
DOI - 10.1002/rrq.272
Subject(s) - ethnography , literacy , sociology , scholarship , argument (complex analysis) , family literacy , silence , oppression , critical literacy , epistemology , pedagogy , anthropology , aesthetics , politics , political science , philosophy , biochemistry , chemistry , law
In this meta‐ethnography, the authors analyze the metaphors that inhabit highly cited examples of family literacy scholarship. Meta‐ethnography is a methodology, as described by Noblit and Hare, in which metaphors are analyzed as linguistic tools; in this article, they are used to compare and synthesize understandings across existing ethnographic family literacy studies. Specifically, the authors identified and translated key metaphors in highly cited family literacy research studies to trace the development, refinement, and expansion of epistemological stances that have informed and continue to frame family literacy scholarship. This meta‐ethnography makes visible changes in understandings and emerging lines of argument related to family literacy practices that generally are not visible. Specifically, this analysis led to the identification of a problematic silence related to racism and systemic oppression, which the authors take up as a significant meta‐ethnographic finding.