Abstract

This session will explore how Latino students in an economically disadvantaged neighborhood of Chicago conceptualize Literacy in their family and community. In partnership between an urban, College of Teacher Education and a grassroots community organization, this Photovoice research project engaged sixty, Latino students in grades 2-8 in a photographic examination of literacy activities in their family homes and community. Students’ photos representing their views of literacy were analyzed and can be used to spark community discourse on the barriers that prohibit access to literacy and power within the urban, Latino community. This examination provides a methodology for uncovering social injustices and a foundation to address inequitable access to literacy, not only in the United States, but in diverse centers across the globe.