Storytelling in Education: The Power of Mothers and Daughters Reconceptualizing Education

• In Event: 34.034 - From Vygotsky to Critical Multiculturalism: A Call for Education Equity in San Antonio Schools

Abstract

Objectives or Purpose

This paper examines the power of using storytelling to allow the voices of Latina mothers and daughters to be heard in an effort to respond to the continued perceived failure of this marginalized population in schools.

Perspective(s) or theoretical framework

Using Critical Race Theory(CRT) and Latina Critical Race Theory (LatCrit) educators can engage with students and their families to change the dominant narrative regarding Latinas and literacy in schools. Storytelling and using a critical lens allows educators and families to create opportunities for re-conceptualizing education for Latinas (Delgado et al, 2012). This issue can be discussed from a CRT perspective; however, a LatCrit lens is best suited to encompass the additional issues of language and immigration. In our schools, “Too often, educators perceive Chicano/a students’ culture and language as deficits to overcome instead of strengths to cultivate” (Gaitan, 1997 as cited in Yosso, 2006, p.36). Valencia (2005) further explains researchers rely on at least two main deficit models- genetic and cultural” (as cited in Yosso, 2006, p. 23). Each model implies that Latina women lack control. However, the power that a Latina can invoke has not been fully recognized.

Research has shown that mothers are the determining factor in bringing about change in this underserved population. Additionally, women are instrumental in making things happen for their families (Goldstein & Reiboldt, 2004). Latina mothers sharing literacy education experiences brings value and strength to the daughter and vice versa. Thus, the power that a Latina mother can invoke has not been fully recognized. As part of sharing counterstories and testimonies, educators and families can collaborate to change repeated failure in the Latino community.

Methods and Data sources

A pilot case study conducted by the researcher engaged a Latina Mother and her early childhood daughters in a literacy project where they wrote stories about personal experiences. The researcher collected artifacts from the participants’ notebooks as well as an interview with the mother. Data was examined using open coding.

Results and/or substantiated conclusions

The preliminary data revealed the need and importance for continued efforts on behalf of educators to engage mothers and extending to other family members to promote foundational literacy for Latinas. This in essence is reading the world before reading the word by participating in personal storytelling.

Scientific or scholarly significance

Historically, successful literacy development has been difficult to attain for Latinos in US schools. In terms of literacy development, Latinos continue to lag behind their White counterparts. This is problematic given the changing demographics in schools. In Texas, for example, 48% of children in Texas preschools are dual language learners. As educators, it is not only our responsibility to empower our Latina students, but to acknowledge the whole child by including their mothers and providing various opportunities for equity in education. Thus, this paper makes a space for critical narrative as a way to rethink family involvement.

Author

• Raquel Cataldo, The University of Texas - San Antonio