Abstract
Abstract:This research article describes the literacy skills and practices in ten Cambodian-American (CA) families within their home environment. It also investigates such contextual problems as CA students not being a part of the Asian model minority and the invisibility that some experience at school.Its literature review addresses the evolving concept of family literacy scholarship, specifically diversity scholarship, with a conceptual framework focusing on Dewey’s (1916) ideas linking family literacy ultimately to human empowerment, hope, progress, growth, and meaning within society. A narrative inquiry technique called portraiture is employed to collect the data of its ten participants’ experiences. This research’s key finding is skewed toward educated women. Recommendations included quantitative methodology, culturally-relevant pedagogy and funds of knowledge be applied for further research.
Recommended Citation
Tep, Sothy
(2025)
"Literacy Skills and Practices in Cambodian-American Families: A Portraiture of Ten Women,"
Journal of Southeast Asian American Education and Advancement: Vol. 20
:
Iss.
1,
Article 3.
DOI: 10.7771/2153-8999.1318
Available at:
https://docs.lib.purdue.edu/jsaaea/vol20/iss1/3
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