Affiliation:
1. Department of Language and Literacy Education The University of Georgia Athens Georgia USA
2. Teacher Education, College of Education University of South Carolina, Wardlaw College Columbia South Carolina USA
3. Department of Educator Preparation and Leadership University of Missouri—St. Louis St. Louis Missouri USA
Abstract
AbstractIn this metasynthesis, we examined 21 highly cited qualitative studies on family literacy scholarship conducted by Black, Indigenous, and People of Color (BIPOC) scholars from 1981 to 2019. This metasynthesis integrates findings to present a counterstory that challenges dominant narratives in family literacy. By amplifying often overlooked or erased narratives, we highlight diverse themes including family literacy as activism, its temporal aspects, barriers, challenges, hybridity, emotionality, bonding, spiritual literacies, and healing practices. These themes enhance racial, linguistic, and cultural awareness in scholars' engagement with families and communities. This metasynthesis broadens the conceptualization of family literacy, encouraging a reevaluation of our understanding of families, literacies, and research representation. Additionally, it underscores the critical importance of acknowledging and authentically representing BIPOC scholars and their participants’ stories.