Lexie Scherer, Edwards

Children, Literacy and Ethnicity

Reading Identities in the Primary School

• Gebundenes Buch

Produktbeschreibung

This book explores children's meaning making of the books they learn to read with, especially relating to the intersections of race, gender and class. Based on research using a participative, innovative design with young children, issues of identity, belonging and classroom hierarchies are explored in complex and poignant ways by the children.

Produktdetails

• Verlag: Palgrave Macmillan / Palgrave Macmillan UK / Springer Palgrave Macmillan
• Artikelnr. des Verlages: 978-1-137-53736-2
• 1st ed. 2016
• Seitenzahl: 208
• Erscheinungstermin: 14. März 2016
• Englisch
• Abmessung: 222mm x 145mm x 16mm
• Gewicht: 390g
• ISBN-13: 9781137537362
• ISBN-10: 1137537361
• Artikelnr.: 44034054

Autorenporträt

Alexandra Scherer is Lecturer in Childhood Studies at the University of Portsmouth, UK. Her research focuses on exploring children's literacies, their identity work and their agency.

Inhaltsangabe

1. Setting the Scene on Children's Reading

2. Children and Reading: Mapping Literacy

3. Research and Fieldwork at Three Chimneys School

4. The Child and Reading: Narratives of Literacy Competence

5. The Materiality of the Book

6. A Politics of Identity: Narratives of Migration, Place and Faith

7. Race, and the Embodiment of Difference

8. A Reflection on Children, Reading and Identity

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1. Setting the Scene on Children's Reading

2. Children and Reading: Mapping Literacy

3. Research and Fieldwork at Three Chimneys School

4. The Child and Reading: Narratives of Literacy Competence

5. The Materiality of the Book

6. A Politics of Identity: Narratives of Migration, Place and Faith

7. Race, and the Embodiment of Difference

8. A Reflection on Children, Reading and Identity

Rezensionen

"The book aims to examine the 'taken for granted' processes of learning to read, and these processes mainly appear to be the assessment and benchmarking systems. In this sense, Scherer explicitly shows how learning to read in school is an unspoken social, cultural and political process that makes a significant impact on children." (Kimberly Safford, Children & Society, Vol. 33 (2), 2019)