In this article, the authors draw on narrative portraiture to inquire into the family, school, community, and teacher education experiences of two novice teachers who teach in schools located in two rural communities in the southeastern United States. The authors show how their university teacher education classes and field experiences neither addressed nor supported these teachers' identities as rural teachers. In doing so, the authors highlight how these teachers desired to be connected personally and professionally to the communities in which they teach. From these narrative portraits, the authors argue that identity and relationship exist synergistically within these teachers' lives and experiences. Drawing on such synergy is critical to attracting preservice teachers to and retaining novice teachers in schools within rural communities. Based on their interpretations, the authors offer suggestions for how teacher educators can better prepare preservice teachers who intend to teach within such schools.

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In this article we argue that early childhood educators, under the influence of last century's grand universal theories of child development, have not been attentive enough to the centrality of culture in children's development. We discuss how the exploration of contemporary developmental perspectives is critical to the field and illustrate cultural views of child development based on cultural psychology. The goal of cultural psychology is to study the co-creation of human beings and cultures by focusing on both mentalities and practices, on both culture and biology. Using this lens, we explore the implications that cultural psychology holds for early childhood educators.

This article considers the uses of literacy within the Jones family (all names are pseudonyms), an African American family who lives in the rural South of the United States. Drawing on life history data with three women in the Jones family—Harriet Jones (grandmother), Sally Harris (mother), and Lola Harris (granddaughter)—the author traces how literacy has been practiced intergenerationally within the family. As such, the Joneses' intergenerational literacy practices comprise a culture of literacy within the family. Such a culture of literacy serves as a potential pedagogical resource for supporting the education of the family's youngest member, KiKi Reynolds (great‐granddaughter), who has just completed her kindergarten year. Through this exploration of literacy within the Jones family, the author argues that family must be considered a cultural context for literacy learning. In asking literacy educators and researchers to widen their lenses on the cultural contexts in which children engage in literacy practice, intergenerational literacy can offer teachers more complex, asset‐oriented interpretations of their students and their families.

Life history methods were used to explore the literate identity of one African American woman, Orlonia, who lives and works in a small rural community in the southeastern United States. Specifically, the authors explore how Orlonia's literate identity is constantly developing throughout her life, taking place in frames of biography and history. The authors suggest “literacy‐in‐persons” as a mechanism for understanding Orlonia's literate self. Finally, the authors pose implications of “literacy‐in‐persons” for teachers of adolescent and adult learners, suggesting practitioners inquire into the biographical and historical aspects of their students and their own literacy practices. لقد تم استخدام أساليب الحياة التاريخية كي يستكشف هوية التعلم لدى امرأة أمريكية أفريقية اسمها أرلونيا وهي تسكن وتعمل في مجتمع ريفي صغير في جنوب شرق الولايات المتحدة الأمريكية وبشكل خاص يستكشف المؤلفون كيف هوية التعلم لأرلونيا تتطور باستمرار عبر سنين حياتها في الإطارين السيرة الذاتية والتاريخ. إذ يقترح المؤلفون ((التعلم في الناس)) أداةً لفهم ذات أرلونيا التعلمي. وأخيراً يطرح المؤلفون احتمالات ((التعلم في الناس)) لمعلمي الطلاّب المراهقين والبالغين ويقترحون على منفذي البرنامج أن يبحثوا في جوانب سيرة الطلاب الذاتية والتاريخية وكذلك ممارسات معرفة القراءة والكتابة الخاصة بالمعلمين. 本研究以生活历史法，探讨一名在美国东南部一个乡村社区生活与工作的美国非洲黑人，欧尔朗妮亚的读写文化身份认同。本文作者尤其利用传记与历史的画框，探讨欧尔朗妮亚的读写文化身份认同，是如何随着她的生活不断发展。作者建议以「个人读写文化」的理念作为机制，去解读欧尔朗妮亚的读写文化自我认同。最后，作者指出「个人读写文化」这理念对青少年学生与成人学生的教师的启示，并建议教育从业者以传记与历史的观点，探究他们学生的读写文化实践，及他们自己的读写文化实践。 On a utilisé la méthodologie des histoires de vie pour analyser l'identité en littératie d'une femme afro‐américaine, Orlonia, qui vit et travaille dans une petite communauté rurale du sud‐est des Etats‐Unis. En fait, les auteurs examinent, dans un cadre biographique et historique, comment l'identité en littératie d'Orlonia s'est développée sans cesse tout au long de sa vie. Les auteurs suggèrent la « littératie personnelle » comme mécanisme pour comprendre le moi en littératie d'Orlonia. Enfin, les auteurs posent les implications de la « littératie personnelle » pour les professeurs qui enseignent à des adolescents et à des adultes, en suggérant que les praticiens interrogent les aspects biographiques et historiques de leurs élèves et leurs pratiques personnelles de littératie. Авторы использовали метод изучения “жизненных историй”, чтобы оценить взаимоотношения с печатным и письменным словом афро‐американки Орлонии, которая живет и работает в маленькой сельской общине на юго‐востоке Соединенных Штатов. В биографии женщины, в ее личной истории, авторы выявляют и прослеживают, как воспринимает себя Орлония в качестве грамотной личности, как развивает эти навыки на протяжении жизни. Для того, чтобы понять самоидентичность Орлонии как носителя грамотности, авторы предлагают прием “грамотность‐в‐лицах”. В заключение авторы рассматривают этот прием в контексте работы с подростками и взрослыми и советуют учителям‐практикам интересоваться биографиями своих учеников и уже освоенными ими приемами общения со словом. Se usaron métodos de historia vivencial pa...