An Ethnography of the Literacy Practices of Children in Malaysian Residential Care

Abstract

This is an ethnographic study that seeks to understand the literate world of children from diverse familial backgrounds, but at present living in one particular residential home in multi-ethnic Malaysia. Given its institutional context, this study has two broad aims; firstly to explore the notions of power and/or equity that are inter-related to the constructions or negotiations of identities amongst the children in the home as they learn to become socially adept, accepted or even highly regarded amongst one another. Secondly, the study considers a wider framework for community involvement and suggests an alternative to the general assumption that acknowledges the central role of parents in children's literacy development. In conclusion, literacy in residential care wears many caps, it plays a role in helping build personal relationships, aids in school readiness and scholastic achievements and develops self identities.