Premium
Dora's Program: A Constructively Marginalized Paraeducator and Her Developmental Biliteracy Program
Author(s) -
Lucero Audrey
Publication year - 2010
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/j.1548-1492.2010.01074.x
Subject(s) - constructive , cultural capital , situated , sociology , literacy , pedagogy , bilingual education , family literacy , neuroscience of multilingualism , capital (architecture) , psychology , process (computing) , social science , computer science , archaeology , artificial intelligence , neuroscience , history , operating system
This article discusses findings from a case study of one elementary bilingual paraeducator, highlighting how the recognition of situated cultural capital enabled her to move from traditional to constructive marginality. I argue that her actions, the actions of others, and conditions within the school enabled her to use culturally relevant funds of knowledge in working with language‐minority children. I conclude that the resources paraeducators bring can be harnessed when stakeholders are committed to doing so. [paraeducators, cultural capital, constructive marginality, biliteracy, family literacy]