Not all literacy researchers agree with the views and ideas discussed in Auerbach's socio-contextual model of family literacy. Historically, adult educators have failed to acknowledge literacy as a social, cultural and political phenomenon and therefore may not agree with some of Auerbach's fundamental propositions. As it is evident in the design of some of the adult programs, they ignore the critical social structures, cultural atmosphere and the need for dialogue (Ewert, 1993; Fingeret, 1983). Their literacy efforts are skill-driven, rather than involving a challenge of the socially constructed concepts and assumptions around literacy including, as D. Taylor (1993) describes, the discourses in dominant texts and established systems of privilege.

Related Research on Family Literacy

Many other scholars have contributed to the knowledge base regarding literacy. In this section, I discuss some of the leading works on family literacy that highlight the relationship between culture and education. Rather than present an exhaustive account, I highlight the main assumptions and arguments that add to an understanding of this broad topic. The work of several researchers (Heath, 1983; Leichter, 1984; Snow, Barnes, Chandler, Goodman & Hemphill, 1991; D. Taylor and Dorsey-Gaines, 1988) which show this relationship between culture and education will be featured first, followed by a brief overview of other related studies.

Studies on Culture and Education

Heath's (1983) classic study is based on her extensive ethnographic fieldwork regarding the culture, language and parenting styles of families in the Piedmont Carolinas. Her research, conducted between 1969 and 1978, uses participant observation methods. By living, working and playing with families in two neighboring communities, she was able to consider literacy within the context of a language and culture. Heath examined how mainstream and non-mainstream parents of Roadville, a white working class community and Trackton, a black working class community and the townspeople where the children attended school learn to use oral and written language to support children's literacy development. She found that the parents in the two communities had different oral and literate traditions, as well as contrasting beliefs about how to support their children's development.