Abstract
This article explores young people's home literacy practices drawing on an ethnographic study of writing in the home of a British Asian family living in northern England. The theoretical framework comes from the New Literacy Studies, and aesthetic and literary theory. It applies an ethnographic methodology together with an engaged approach to coproduction with young people. The article explores three instances of home writing in relation to textiles, gardening, and the experience of racial harassment.
Highlights
The aim of this paper is to provide an analysis of literacy practices in the home of a family of British Asian heritage
In the data discussion below, I consider three aspects of everyday aesthetics that emerged within the study
The first was a consideration of how aesthetic categories emerged within the materiality of writing
Summary
The aim of this paper is to provide an analysis of literacy practices in the home of a family of British Asian heritage. I argue that it is important to pay attention to the aesthetic categories that lie within young people’s written and oral texts as products of aesthetic traces and sensibilities. This paper draws on ethnographic research by scholars such as David Barton, Mary Hamilton, and Roz Ivanic (2000); Eve Gregory, Susie Long, and Dinah Volk (2004); Glynda Hull and Kathy Schultz (2002); Rebecca Rogers (2003); Elizabeth Birr Moje and colleagues (2004); Lalitha Vasudevan (2009); and Catherine Compton-Lilly (2010). All of these authors demonstrate an engagement with the lives of the young people and adults with whom they work. Ernest Morrell (2008) and Valerie Kinloch (2010) articulate how writing can become a lever for resistance and transformation for youth who are experiencing the harshness of contemporary racist discourses
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