Double Dearth Effect

Abstract

This chapter presents a narrative inquiry on the life experiences of three Filipino families who belong to each representation of socioeconomic status. Furthermore, it unpacks the temporal, social, and geophysical or spatial elements of their narratives in relation to the disruptive effects of the coronavirus pandemic on their resources, access, and literacy practices. Subsequent to securing their consent, each family was subjected to an online recorded semi-structured interview where they shared their life experiences. The recorded responses were later transcribed and analyzed using Montero and Washington's lens in exploring narratives. The researchers ultimately provide collaborative narratives of the three families' experiences and theorize on the specific experiences of poor or low-income families against the experiences of the middle class and the rich or high-income families. The researchers end the chapter by offering a working definition of their concept called the double-dearth effect.

No child left behind, literacy challenges ahead: a focus on the Philippines

“…This could lead to parents rewarding or punishing children based on their test scores rather than cultivating a love for learning. Some of the factors leading to this problem are elongated working hours, inadequate access to learning resources, and a mentality that education should be provided only by schools (Bautista and Gatcho, 2022). Lack of active parental involvement has a detrimental effect on the children's emerging literacy development as they are deprived from essential support.…”

“…This policy brief engages in a thorough examination of the NCLB Policy in the Philippines, scrutinizing its efficacy in the complex tapestry of the nation's diverse linguistic and cultural landscape. While a number of research have documented prevailing challenges of literacy education in the Philippines (McNamara, 2010;Bautista and Gatcho, 2022;David et al, 2022), there remains a paucity of evidence that can shed light on how the challenges could inform the implementation of a more holistic and inclusive literacy education program in the country. This paper critically examines how this policy navigates the intricate challenges of literacy education across varied socio-economic and cultural groups.…”

Preservice Teachers as Extra Milers: Lived Experiences in Teaching Emergent Literacy and Numeracy in an Online Radio Program

“…On the other hand, some teachers struggle in adopting techno-pedagogical approaches because of unfamiliarity with different technological tools or apps (Belo et al, 2016) and limited resources to facilitate such conditions (Mupa and Chinooneka, 2015). Furthermore, limited access and resource to technology brought by socioeconomic status (Bautista and Gatcho, 2022;Harris et al, 2017), demotivation (Kyewski and Kramer, 2018;Nasrullah, 2022), feeling of isolation (Vaillancourt, 2021), and absence of physical space to support online learning (Alsubaie, 2022;Bautista and Gatcho, 2022) were the common challenges pinpointed. With these, teachers" and preservice teachers" technological knowledge and skills are paramount to designing, organizing, adopting, and implementing strategies and resources to cultivate a technology-rich literacy environment that meet individual needs of different learners.…”