94. Justice and the Politics of Difference

Abstract

Educators frequently recommend that children read aloud to parents at home in the belief that the activity will positively contribute to children's literacy growth. From a research perspective, however, little is known about these at-home reading experiences. Using a social constructivist theoretical perspective, the present study investigated the relationships between children's reading ability, children's sex, mothers' educational level, and mothers' helping behaviors during children's at-home oral reading practice. Seventy-six mother-child pairs from a suburban, middle-class community participated in the project. Accelerated and at-risk third grade readers took home a tape recorder and a third grade science text to read aloud to mothers. The conversations were audiotaped, professionally transcribed, and then coded. Results of the study indicated that the conversations between at-risk readers and their mothers were marked by the frequent use of error correction interventions, while the conversations between accelerated readers and their mothers were marked by children's extensive verbal involvement. A pattern of richer language interaction was also seen in the conversations of mothers and daughters when compared to those of mothers and sons. High school educated mothers used significantly more error correction interventions than did college educated mothers despite the fact that there were equal numbers of accelerated and at-risk readers in each of the educational groups. Additionally, college educated mothers asked significantly more high level questions than did high school educated mothers. Implications for practice are discussed.

The Public and Private Spheres, Sociopolitical Integration and the Demands of Difference: the Responses of Multiculturalism

“…The problem with communitarianism is, she argues, its tendency to merge subjects as part of a vague ideology of shared values and practices. Hence Young (2011) suggests that communitarianism ends up negating difference and assuming a desire to turn social diversity into a homogenous and transparent unity, a project that would deny the basic asymmetry of subjects.…”

Escola justa e organização escolar: a percepção de professores brasileiros do ensino médio

“…Obviamente, esse enquadramento não pode deixar de apontar para a centralidade das tensões e conflitos que essas diferentes dimensões implicam entre si, uma vez que, tal como defende Young (1990), nem todas as questões de justiça são redutíveis à distribuição, como é o caso, por exemplo, das questões resultantes da (injustiça da) normalização, que eleva a experiência e as capacidades de alguns segmentos sociais a padrões diante dos quais alguns comportamentos podem ser medidos e considerados desviantes. Para essa autora, a justiça social exige desmantelar as estruturas de opressão e dominação, embora essas duas faces não digam respeito apenas ao modo como os recursos são distribuídos.…”

“…Em suma, independentemente de alguns autores tenderem a acentuar a justiça como distributiva ou econômica, que inclui, segundo Fraser (1997), a ausência de exploração, marginalização e privação material (embora a justiça distributiva possa incluir também aspectos acerca da distribuição de recursos sociais e culturais), ou de outros pretenderem sublinhar a justiça, sobretudo como justiça de reconhecimento, referida à ausência de dominação cultural, não reconhecimento e desrespeito, nas palavras de Fraser, (2009) ou como ausência da opressão e da dominação segundo Young (1990).…”

“…A igualdade de condição, assim, diz respeito não apenas à igualização de posição (acesso, participação e resultados) de grupos marginalizados, mas em igualização de riqueza, do poder e dos privilégios. Essa concepção é ampliada pela formulação de Young (1990) de que justiça é a libertação das relações de opressão.…”

Discrimination Revised: Reviewing the Relationship between Social Groups, Disparate Treatment, and Disparate Impact

“…See Altman (2011) for an overview of arguments both against and in favor of disparate impact qua concept. 3 See Cavanagh (2002); Young (1990) Selmi (2013). associated with the group (e.g.…”