Stories out of school: Literacies of the academy, the community, and the home. Item Type text; Dissertation-Reproduction (electronic) Authors Moneyhun, Clyde Andrew. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 05/10/2021 23:35:32 Link to Item http://hdl.handle.net/10150/187492 INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. 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Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313n61-4700 8001S21"()600 STORIFS OUT OF SCHOOL: LITERACIFS OF THE ACADEMY, THE COMMUNITI, AND THE HOME by Clyde Andrew Moneyhun A Dissertation Submitted to the Faculty of the DEPARTMENT OF ENGLISH In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN RHETORIC, COMPOSITION, AND THE TEACHING OF ENGLISH In the Graduate College THE UNIVERSITI OF ARIZONA 1996 OMI Number: 9626525 UMI Microfonn 9626525 Copyright 1996, by UMI Company. All rights reserved. This microfonn edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Final Examination Committee, we certify that we have read the dissertation prepared by Clyde Andrew Moneyhun Stories Out of School: Literacies of the Academy, the entitled ----------------------------------------------------------- Community, and the Home and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy ----~~~~~----~~~~------------- Date -Y/W, Date Rudolph Troike I.(J..,.......L. I/~ Date Date Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. h· ~ Disse~tion Director Date Tilly Warnock 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his or her judgment the proposed use of the material is in the interests of scholarship. In all other instances, however, permission must be obtained from the author. SIGNED: (, C1d Q ~ 4 ACKNOWLEDGMENTS Many thanks to the following people for making this book possible: My dissertation committee at the University of Arizona, Theresa Enos, Rudolph Troike, and Tilly Warnock, for careful readings of early drafts and thoughtful comments at all stages of the writing process. Teachers of the Community Literacy Internship at the University of Arizona, Sandra Florence, Thomas Miller, and John Warnock, for opening the doors to community literacy for me. Greg Hart, Director of Pima County Adult Education, for suggesting the project in the first place, and for reading a complete rough draft of the book and making many crucial corrections and suggestions. Other administrators of Pima County Adult Education, especially Joan Warfield, Director of the PCAE EI Rio Learning Center, and Jessica Dilworth, Director of the PCAE Family Literacy Program, for trusting me and including me on the team. PCAE-FLP 1994-95 AmeriCorps workers Rebecca Ankenbauer, Marta Cervantes, Gerie Cruz, Lucy Dominguez, Laura Farias, Alma Garcia, Jessica Hernandez, and MaryAnn Phininzy, for providing indispensable insights into the workings of the Program. The students and teachers of PCAE-FLP 1994-95, for allowing me into their classrooms, sharing their time and their stories and even their lunches with me, and teaching me more than I ever hoped to learn from them. My wife Nancy Buffmgton, for putting up with my physical absence during an intensive year of ethnographic research and my psychic absense during another intensive year of writing, for countless readings of early versions,. and for endless hours of childcare. My son Jesse, for taking naps on such a regular basis and for waking up so happy to see me. You're the next generation of literate Moneyhuns, my boy. 5 DEDICATION This book is for my father. Though I am still grappling with accepting the enormous love behind the sacrifices he has made to give me a better life, I realize that with my ability to move in two different worlds I am the fruit of his labor. Kit Yuen Quan 6 TABLE OF CONTENTS ABSTRACT ................................................ 9 1. INTRODUCTION: THEORETICALAND METHODOLOGICAL PREMISES ......................•.... 11 1.1 Ideologies of Education ..........•.........•......... 13 1.2 Methodology .•..........•............•..•......... 19 1.3 The large Issues ................................... 26 2. ENTERING THE FIElD • . • . • . • . 3 2 2.1 Entering the Field ..............•.•.•..........•.... 34 2.2 ill the Classroom • . • . 42 2.3 An.other World .......•...•....•................••. 48 2.4 Back in the Classroom . • . 52 2.5 Back in the World ..•........•.•.....•.•............ 56 2.6 Finding a Purpose ................................. 63 2.7 Conceiving the Project. • . 67 2.8 In the Classroom Again •..•...•........•..........•. 7S 2.9 In the World Again. ••.•••.••.•.••••••••••..•.•••... 79 2.10 Writing Toward a Solution •.•.•....••.....••......•. 83 3. LITERACY, COMMUNITY LITERACY, AND FAMILY LITERACY .•.•..•..•...••.•....•....•.... 86 3.1 Popular Misconceptions . • . • . • . • . 87 3.2 DefInitions of Literacy .••.•............•....•....... 93 3.3 The Family Literacy Movement .................... 101 3.4 The National Center for Family Literacy . • . 114 4. PORTRAIT OF A FAMILY LITERACY PROGRAM, PART 1: PCAE-FLP SITES ...•..•......•................ 126 4.1 The Pima County Adult Education Family Literacy Program ....•...........•.......• 126 4.2 Sunnyside . • . • • . • . • . • . • . 139 4.3 El Southside ...•.••..•.....••....•......••........ 147 4.3.1 Mission Manor and Liberty Elementary Schools .••.•................•..• 149 4.3.2 Craycroft Elementary School •.•••••..•......• ISS 7 TABLE OF CONTENTS -- Continued 4.3.3 Los Nmos Elementary School ................. 158 4.3.4 Corbett Elementary School. 161 5. PORTRAIT OF A FAMILY LITERACY PROGRAM, PART 2: PCAE-FLP ClASSROOMS ....................... 164 5.1 Presenting Myself . 164 5.2 Classroom Observations ........................... 182 5.2.1 Adult Education Classrooms ................. 183 5.2.2 Vocational Training ......................... 198 5.2.2.1 General Self Knowledge ............... 199 5.2.2.2 General Job Skills ................... 203 5.2.2.3 Specific Job Skills..................... 208 5.2.2.4 Volunteer Work ..................... 209 5.2.3 Parent Discussion (PD) Sessions.............. 212 5.2.4 Early Childhood Development ................ 219 5.2.5 Parents and Children Together (PACT) Sessions ........................... 222 5.3 AmeriCorps Activities ............................. 227 6. TEACHER AND ADMINISTRATOR CONCEPTIONS OF THE PROGRAM ........................ 250 7. STUDENT CONCEPTIONS OF THE PROGRAM. .. 263 7.1 Students' lives before Joining the Program .......... 266 7.2 Students' lives in the Program ..................... 274 7.3 Students' lives after Leaving the Program ........... 280 7.4 Effects on Children. 291 7.5 Conclusions ...................................... 306 8. CONCLUSIONS AND RECOMMENDATIONS ................... 312 8.1 Rethink the commitment to Silent Way teaching methods . .. 3 19 8.2 Create more structured interconnections among languages of various program components .......... 323 8.3 Make more connections between