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Literacy and mothering : how women's schooling changes the lives of the world's children / Robert A. LeVine ... [et al.]

Coauthor LeVine, Robert A., 1932- Country Reino Unido. Publication Oxford : Oxford University Press, cop. 2012 Description XXIII, 199 p. : il. ; 24 cm Series Child development in cultural context ISBN 978-0-19-530982-9 CDU 37.018.15 396.4
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Monografia Biblioteca de Ciências da Educação
BCE 37.018.15 - L Available 440268
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Enhanced descriptions from Syndetics:

Women's schooling is strongly related to child survival and other outcomes beneficial to children throughout the developing world, but the reasons behind these statistical connections have been unclear. In Literacy and Mothering, the authors show, for the first time, how communicative changeplays a key role: Girls acquire academic literacy skills, even in low-quality schools, which enable them, as mothers, to understand public health messages in the mass media and to navigate bureaucratic health services effectively, reducing risks to their children's health. With the acquisition ofacademic literacy, their health literacy and health navigation skills are enhanced, thereby reducing risks to children and altering interactions between mother and child. Assessments of these maternal skills in four diverse countries - Mexico, Nepal, Venezuela, and Zambia - support this model andare presented in the book.Chapter 1 provides a brief history of mass schooling, including the development of a bureaucratic Western form of schooling. Along with the bureaucratic organization of healthcare services and other institutions, this form of mass schooling spread across the globe, setting new standards foreffective communication - standards that are, in effect, taught in school. Chapter 2 reviews the demographic and epidemiological evidence concerning the effects of mothers' education on survival, health, and fertility. In this chapter, the authors propose a model that shows how women's schooling,together with urbanization and changes in income and social status, reduce child mortality and improve health. In Chapter 3, the authors examine the concept of literacy and discuss how its meanings and measurements have been changed by educational research of the last few decades. Chapter 4introduces the four-country study of maternal literacy. Chapters 5, 6, and 7 present the findings, focusing on academic literacy and its retention (Chapter 5), its impact on maternal health literacy and navigation skills (Chapter 6), and changes in mother-child interaction and child literacy skills(Chapter 7). Chapter 8 presents a new analysis of school experience, explores policy implications, and recommends further research.

Table of contents provided by Syndetics

  • Vine
  • Foreword
  • Part I Theoretical BackgroundHistorical and Sociological Perspectives
  • 1 The Rise and Spread of Western Schooling
  • 2 Women's Schooling and Social Change in the Developing World after 1950
  • 3 Re-Defining LiteracyA Theory of Bureaucratic Schooling
  • Part II Maternal Literacy in Less Developed Countries
  • 4 Contexts of Mothers' LivesThe Four-Country Study
  • 5 Retention of Academic Literacy Skills
  • 6 Mothers as Pupils in Health Care Settings
  • 7 Mothers as Teachers at Home
  • Part III ConclusionsThe Processes of Global Change
  • 8 Communicative ProcessesSchooling, Literacy and Maternal Behavior
  • Appendix A Literacy Assessment Methods
  • Appendix B Statistical Data

Author notes provided by Syndetics

Robert A. LeVine is the Roy E. Larsen Professor of Education and Human Development, Emeritus, at Harvard University, where he directed the Project on Maternal Schooling that informs this book. His previous books include Anthropology and Child Development: A Cross-Cultural Reader (2008, withRebecca S. New) and Child Care and Culture: Lessons from Africa (1994, with Sarah LeVine and others). In 2001 he received the Award for Distinguished Contributions to Educational Research from the American Educational Research Association. Sarah LeVine is an anthropologist who has conductedresearch on four continents and coordinated the fieldwork of the Project on Maternal Schooling. Her books include Dolor y Alegria: Women and Social Change in Urban Mexico (1993) and The Saint of Kathmandu (2008). Beatrice Schnell-Anzola is a specialist in bilingual language and literacy assessmentwho received her Ed.D. at the Harvard Graduate School of Education. She joined the Project on Maternal Schooling in 1992, developed its literacy assessment program, and led its Venezuela study. Her articles have appeared in the International Journal of Educational Development, the HarvardEducational Review, and Social Science and Medicine. Meredith L. Rowe is Assistant Professor of Human Development at the University of Maryland, College Park. She received her doctorate from the Harvard University Graduate School of Education in 2003 and participated in the Project on MaternalSchooling since 1999. Her research focuses on the role of parents and family factors in children's language development, and she has published articles in Science,Child Development, Developmental Psychology, and Developmental Science. Emily Dexter is a developmental psychologist whose researchfocuses on literacy development, academic achievement gaps, and the role of parents, teachers, and society in children's development. She was a member of the Project on Maternal Schooling while a doctoral student and postdoctoral researcher at the Harvard Graduate School of Education, and designedmany of the project's quantitative analyses. Her work has been published in the Comparative Education Review, Elementary School Journal, and School Effectiveness and School Improvement.

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