Ethnic identity and Chicano literature: How ethnicity affects reading and reading affects ethnic consciousness

Vasquez, Jessica M.

doi:10.1080/01419870500158927

Cited by 29 publications

(17 citation statements)

References 12 publications

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“…From the perspective of utility, pleasurable engagement with books can lead to higher reading attainment (De Naeghel, Van Keer, Vansteenkiste, & Rosseel, ), better examination grades and enhanced prospects for successful economic performance (Organisation for Economic Co‐operation & Development, ). Using books to read for pleasure has strong associations with emotional and personal development including self‐understanding (Moje, Overby, Tysvaer, & Morris, ), understanding of others (Mar, Oatley, & Peterson, ; Vasquez, ) and the subjective experience of social inclusion (Billington, ). In summary, there is clear evidence of a link between pleasurable reading and better life outcomes for those who can read and write for themselves (OECD, ).…”

Section: Literature Reviewmentioning

confidence: 99%

The impact of books on social inclusion and development and well‐being among children and young people with severe and profound learning disabilities: Recognising the unrecognised cohort

Robinson

Moore

Harris

2019

Brit J Learn Disabil

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Br J Learn Disabil. 2019;47:91-104. wileyonlinelibrary.com/journal/bld | 91 Accessible Summary• This paper shows what people with learning disabilities can get out of enjoying books and reading even when they cannot read words easily.• The writers think about how people with learning disabilities can be helped to enjoy books. They say that this can happen through reading with other people, enjoying lots of activities about books and making books part of their daily routine.• The writers also think about the way that books and stories help us to learn about the world and the people in it.• The writers are annoyed about the way that enjoyment of books by people with learning disabilities has been ignored by people.• This matters to people with learning difficulties because enjoying books, even when we cannot read words easily, can give us good feelings and help us to learn and develop. AbstractThis paper presents the findings of an original research project commissioned by BookTrust, a respected UK charity that gifts books to children, young people (CYP) and their families. It explored the impact and modus of pleasurable engagement with books among CYP with severe and profound learning disabilities and applied a critical, phenomenological stance on what it means to read through drawing on "inclusive literacy" as a conceptual framework. Data were collected from four local areas in England and included 43 CYP aged 4-14. In keeping with a phenomenological stance, it employed interpretivist methods involving 13 deep-level interviews with families to include observations and structured play; 13 observations of CYP sharing books with others in home, play or school settings, and interviews with 27 practitioners working in a range of organisations (e.g., Portage service and advisory teams). Findings were that books had a positive impact on well-being, social inclusion and development. CYP were engaged in enjoying the content of books through personalisation, sensory stimulation, social stimulation and repetition. This affirmed the theoretical and practical approaches espoused by "inclusive literacy" but made a critical and original contribution to our understanding of the special place that books occupy as ordinary artefacts of literary citizenship among this cohort. The benefits of volitional reading among CYP who do not have learning disabilities are 42 55 132 Books support learning to read the physical and social world 12 28 38 Books provide incentives for volitional movement and communication 38 38 112

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Section: Literature Reviewmentioning

confidence: 99%

The impact of books on social inclusion and development and well‐being among children and young people with severe and profound learning disabilities: Recognising the unrecognised cohort

Robinson

Moore

Harris

2019

Brit J Learn Disabil

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“…It is well established that school systems are efficient methods for reinforcing gender, class, ethnic and other socio-economic distinctions prevalent in the larger society (Adler, Kless, and Adler 1992;Alexander, Cook, and McDill 1978;Bourdieu 1977;Bowles and Gintis 2002;Condron 2007;Eder 1981Eder , 1985Kessler et al 1985;Lee, Marks, and Bird 1994;Lubeck 1984;Ortner 2002;Roscigno 1998;Wilensky 1964;Yerrick, Roth, and Tobin 2006). Not coincidentally, systems that segregate children into specific educational 'tracks' also constrain cognitive development and the subsequent command of important cultural tools that might be received through language, literature, the arts, history, etc., and this deprivation perpetuates social exclusion (Aptheker 1946;Eder 1981;Kaestle 1988;Massey and Fischer 2006;McSeveney 1987;Vasquez 2005).…”

Section: Enculturation and Socializationmentioning

confidence: 99%

Cultural inclusion, exclusion and the formative roles of museums

Coffee

2008

Museum Management and Curatorship

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Very diverse cultural practices develop within sufficiently large polities, in response to, and contributing to, a matrix of social relationships. Museums play a formative role in defining and reproducing those relationships through their policies and narrative practices. As importantly, how museums are construed, who uses them, and how they use them, are also defined within this web of relationships. Discussions of audience inclusion and exclusion should thus be grounded in an analysis of the complex sociocultural roles that museums play, and specifically in regard to the user's search for shared narrative.

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“…Experimental studies have shown that reading short extracts of literary fiction enhances theory of mind when compared to nonfiction and genre fiction (Black & Barnes, 2015;Kidd & Castano, 2013;Kidd & Castano, 2017;Van Kuijk, Verkoeijen, Dijkstra, & Zwaan, 2018), although some studies have failed to replicate this effect (Panero et al, 2016;Samur, Tops, & Koole, 2018). Reading fiction has also been linked with improved attitudes towards stigmatized groups (Johnson, 2013;Kaufmann & Libby, 2012;Vezzali, Hewstone, Capozza, Giovannini, & Wölfer, 2014), increased pro-social behaviour (Johnson, 2012;Koopman, 2015a), a greater perceived ability to learn about the self and others, (Moyer, 2007), and enhanced understanding of one's own and others' ethnic identity (Vasquez, 2005).…”

Section: La Influencia De La Ficción En El Bienestar De Los Adultos Mmentioning

confidence: 99%

The Effect of Fiction on the Well-Being of Older Adults: A Longitudinal RCT Intervention Study Using Audiobooks

Poerio

Totterdell

2020

Psychosocial Intervention

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A novel takes you somewhere and asks you to look through the eyes of another person, to live another life." (Barbara Kingsolver, 2010). Fiction allows people to enter simulated worlds created from an author's imagination and, by doing so, is proposed to have benefits for cognition and emotion (Koopman & Hakemulder, 2015; Mar & Oatley, 2008; Oatley, 2016). A growing body of research has examined the psychological benefits of fiction, particularly for socio-cognitive and interpersonal processes, but has yet to examine whether it can have an impact on individuals' personal well-being in a natural setting over time. Lifetime exposure to fiction has been associated with greater empathetic understanding (

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Ethnic identity and Chicano literature: How ethnicity affects reading and reading affects ethnic consciousness

Cited by 29 publications

References 12 publications

The impact of books on social inclusion and development and well‐being among children and young people with severe and profound learning disabilities: Recognising the unrecognised cohort

The impact of books on social inclusion and development and well‐being among children and young people with severe and profound learning disabilities: Recognising the unrecognised cohort

Cultural inclusion, exclusion and the formative roles of museums

The Effect of Fiction on the Well-Being of Older Adults: A Longitudinal RCT Intervention Study Using Audiobooks

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