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<https://discovery.ucl.ac.uk/id/eprint/10020459> <http://purl.org/dc/terms/title> "Multigrade schools in context : literacy in the community, the family and the school in the Peruvian Amazon"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10020459> <http://purl.org/ontology/bibo/abstract> "This study explores literacy practices among the Peruvian rural population in\nthe Amazon, and the relationships of these with literacy practices in the\nmultigrade school. The conceptual framework for the study draws on a\nperspective of literacy as a social practice whereby literacy is seen as a highly\ncontextualised practice, related to the uses that different social groups have\nfor it, and shaped by history, culture and power relationships that permeate\neach group.\nThe study therefore focuses not only on the multigrade school but also on\nliteracy practices in different domains in the life of rural children: the\ncommunity, the home and the multigrade school. Through an ethnographic\napproach, the case study examines rural children's immediate environment,\nand the meanings and uses that literacy has for their communities and\nfamilies. These values and expectations of literacy are not confined to the\nlocal context but examined in relation to regional and national contexts and to\nthe particularities of Peruvian society and history. The arrival of literacy within\nthe colonial enterprise in XVI century, the limited access to literacy for rural\npopulation, the progressive expansion of schooling during XX century and the\ncurrent uses of literacy are examined as aspects of the historical and current\ncontext that shape what literacy means today for rural populations.\nIn order to explore the practical possibilities to improve literacy learning in\nschool, an action research-based intervention was conducted with teachers in\nthe case study school. It demonstrates the possibilities and also the\nconstraints for improving literacy learning and for using action research as an\ninstrument for fostering teachers' professional development.\nThe research findings indicate a complex relationship between literacy\npractices in different domains, including the multigrade school. They also\ndemonstrate the social character of literacy practices and their\nembeddedness in power structures, social relations and identities. While there\nare clear discontinuities between domains, there are also coincidences and\ncontinuities across domains that have implications for literacy learning in the\nmultigrade school."^^<http://www.w3.org/2001/XMLSchema#string> .
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