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Tables of Contents for Written Literacy Features of Three Puerto Rican Family Networks in Chicago
Chapter/Section Title
Page #
Page Count
Preface
xv
Introduction
1
4
U.S. Puerto Ricans
5
17
History of Puerto Rico
5
17
Types of colonialism
6
1
U.S. imperialism in Puerto Rico
7
1
Puerto Ricans as new Chicago immigrants
8
3
U.S. Puerto Ricans as an internal colony
11
2
U.S. Puerto Ricans and international patterns of colonization
13
2
Effects of internal colonization
15
1
History and the ethnographic present
16
1
U.S. Puerto Ricans and U.S. Mexicans
17
5
Puerto Ricans in Chicago
22
7
Migration and socio-economic background
22
2
Literature about Puerto Ricans in Chicago
24
5
What is Literacy
29
27
Theoretical/historical definitions of literacy
29
4
Ethnographic definitions of literacy
33
11
Finnegan
33
2
Street
35
5
Health
40
2
Farr
42
2
Ethnographic Studies
44
9
Shuman
44
2
Heath
46
2
Farr
48
3
Goody
51
2
Finnegan
53
3
Ethnographic Methodology
56
5
Defining the community
56
1
Defining literacy events
56
5
The ethnographer's perspective
57
1
Data collection procedures and sources
58
3
The Homes
61
12
Sandy's house: Outside
62
3
Inside
62
3
Albert's house: Outside
65
3
Inside
66
2
Ana's house: Outside-in Logan Square
68
5
Outside-on McLean
69
1
Inside-on McLean
69
4
The Mothers
73
70
Jackie Rivera: Sandy's mother
73
27
Schooling
75
2
Work
77
2
Home literacy
79
3
Orality and literacy
82
2
Pasteles lesson: interface between the oral and the written
84
8
Literacy dream deferred
92
4
Creating a vision for Sandy
96
4
Emma Andujar: Albert's mother
100
23
Migration
100
1
Schooling
101
1
Dream deferred
102
1
Children's language difficulties in school
103
1
Children's schooling: frustrated hopes
104
2
Literacy in Emma's first world
106
1
Literacy in Emma's home: bedtime stories from books
107
13
Cultural choice
120
3
Cristina Perez: Ana's mother
123
20
Educational values
123
2
Schooling
125
1
Storytelling in Cristina's first world
126
1
Rosarios cantados: oral literature and literacy
127
10
Writing at work
137
1
Literacy at home
138
1
Literacy as pastime
139
4
Bilingualism
143
10
History
143
1
Benefits
144
1
Status of bilingual Programs during the last two decades
145
1
Educator's attitudes toward bilingualism
146
1
Bilingual programs
147
1
The problematic transitional nature of bilingual programs
148
1
Concurrence
149
4
The School
153
43
Arriving at Campos
153
2
Mural project
155
1
The Classrooms
156
1
Mrs. Lewicky's class: Sandy
156
24
Juxtaposed literacies
157
2
Productive talk
159
1
Group response as collaborative literacy
160
5
Collaboration outside the classroom
165
15
Mrs. Washington's class: Al
180
5
Mr. Johnson's class: Ana
185
11
Dialect mix
186
1
Hypercorrection
187
4
Bidialectalism
191
1
Transferability of bidialectalism
192
1
The mock trial
192
4
The Teachers
196
18
Mrs. Lewicky: Sandy's teacher
196
13
Sandy's reading and writing
196
2
Literacy expectations
198
1
Disconnection
199
1
Ephemeral literacy
200
1
Private literacy taboos
201
1
The value of literacy
202
2
Playing the game
204
1
Ownership of power
205
1
Control of school literacy
206
2
A different agenda
208
1
Mrs. Washington: Albert's teacher
209
2
Mr. Johnson: Regarding Ana
211
3
Literacy goals of the law class
211
1
Participating `with your feet'
211
1
Failure: not the end of the story
212
2
The Students
214
29
Sandy
214
7
Schooling
215
2
Perils at home
217
1
Pregnancy
217
2
Literacy after high school
219
2
Al
221
12
Work
222
1
Schooling
223
1
Gangs
224
2
Graffiti as literacy
226
2
The mural's alternate purposes
228
3
At home
231
2
Ana
233
10
Schooling
234
1
Reading aversion
235
1
Non-participation
236
1
Work
237
2
Home
239
1
Secret literacy
239
1
Church
240
3
Implications for the Puerto Rican Home and Culture and for Mainstream Schooling and Society
243
10
Findings
243
10
In the Homes
245
5
In the Schools
250
3
Suggestions for future research and pedagogy
253
10
Appendix A
263
1
Appendix B
264
1
Appendix C
265
15
Appendix D
280
2
Appendix E
282
1
Appendix F
283
8
Notes
291
6
Bibliography
297
6
General Index
303
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