An asset-based model of human and cultural resources which contests a pathological view of poor and other marginalized communities. A tool for social justice and educational equity, Yosso proffers the framework to teachers to disrupt practices that oppress, silence, and marginalize minority learners. Parsed into six strands or capitals, the CCW Model includes: (a) Linguistic (b) Familial (c) Aspirational (d) Navigational (e) Resistance (f) Social.
Published in Chapter:
Mi Familia: Authentic Parent-Child Writing During Literacy Night
Howard L. Smith (The University of Texas at San Antonio, USA) and Kalpana Mukunda Iyengar (The University of Texas at San Antonio, USA)
Copyright: © 2018
|Pages: 23
DOI: 10.4018/978-1-5225-3955-1.ch009
Abstract
This chapter discusses the results of a writing activity during Family Literacy Night at a predominantly Hispanic, Title I school in the Southwest. This study, based on Socio-Cultural Theory (Moll, 2013), demonstrates the efficacy of asset-based approaches for instruction and assessment versus more traditional deficit models of minority education. As an analytic, the researchers applied the six Capitals from the Community Cultural Wealth (CCW) model (Yosso, 2005) to the children's writing samples. This framework revealed a variety of strengths common to Latino and bilingual households including the metalinguistic skill of translanguaging. Data was processed through Holistic Content Analysis (Lieblich, 2005) followed by thematic analysis (Falk & Blumenreich, 2005) supported by CCW. Results underscore the importance of out-of-school literacies and their affective impact on children from underserved communities. Moreover, results argue for more home- and community-based writing assignments to reveal student values, desires, and emotions, which encourage the joy of writing.