I offer a theoretical base from which those working in this field of literacy may operate their programs or ground their methods of intervention. My descriptive work points to the value in applying critical and feminist approaches to studying family literacy and for inviting social action. I set out to extend critical theory to the field of family literacy, including emphasizing the importance of feminist studies and gender politics in looking at family literacy. Through my study, I provide a new way of understanding literacy experiences of low-income school-age children and their families while exploring concurrently their home and school environments and the cultural constraints and forces that shape their lives.

This research may be helpful to those working in the field of education. I look at the definition of literacy from a wide angle as a social construct and examine some of the beliefs about literacy that have been perpetuated in the literature. The findings and recommendations may also provide a valuable contribution to teachers and teacher education programs. Thus, this information should be made readily available to both practising and pre-service teachers. In light of the increasing ethnic and cultural diversity in many classrooms today, there will be a growing need for curriculum which will ensure that students from all backgrounds are valued and can experience success. This investigation will inform educators about household forms of knowledge, respecting family culture to build on literacy strengths, and the importance of incorporating critical instructional practices that address varying diversities in the curriculum (Hicks, 2002).