The term “discourse” represents both the day-to-day “language-in-use” that serves to “enact activities and identities” (Gee, 1999, p. 7)—what James Gee calls “little d” discourses—and the myriad non-language elements of communications (posture, dress, gestures, and so forth) that assist us in the process of performing activities and identities. When these non-language elements combine with the language of given identities or activities, such that, these identities or activities are performed in credible ways, Gee explains, “big D” Discourses are at play. To understand how our attitudes about parent involvement (PI) develop, it is important to unpack the ways in which PI is talked about (the day-to-day language about PI), as well as the “big D” Discourses surrounding PI. Certain types of PI are deemed more legitimate than others. Certain parents are perceived as more or less involved (as well as more or less interested) in their children’s education. In truth, the dominant d/Discourses of PI privilege mainstream, majority experiences and marginalize the experiences of linguistically, culturally, and socioeconomically diverse (LCSD) families. Check out the two examples in my following posts, and then look for A Counternarrative for an example that contradicts the dominant discourse.
Great article! Thanks!