Judith W. Solsken

Literacy, Gender, and Work

In Families and in School

• Broschiertes Buch

Produktbeschreibung

This is the first in-depth study of gender issues in early literacy learning. It provides vivid portraits of the difficulties that both boys and girls experience in learning to read and write at home and in classrooms due to gendered divisions of labor in families and schools. The portraits are based on data from a three-year ethnographic study, in which learning biographies were constructed for thirteen children from their entry into kindergarten until the completion of second grade. The biographies show that in learning to read and write, children construct gendered identities and negotiate their social relations with parents, siblings, teachers, and peers. Even in supportive families and progressive classrooms, children face difficulties in literacy learning as a result of family and classroom practices organizing literacy on the dimensions of male/female and work/play. The result is often the unwitting perpetuation of traditional gender roles in families, schools, and the larger society. This account of early literacy learning links the personal and social meaning of literacy in children's everyday lives with the larger cultural and political significance of gender. The theoretical arguments and questions raised in the book challenge prevailing psychological and sociocultural models of literacy learning and set the agenda for future research on literacy and gender.

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Produktdetails

• Verlag: Praeger
• Seitenzahl: 258
• Erscheinungstermin: 1. Januar 1993
• Englisch
• Abmessung: 229mm x 152mm x 14mm
• Gewicht: 379g
• ISBN-13: 9780893919184
• ISBN-10: 0893919187
• Artikelnr.: 21942528

Autorenporträt

Judith W. Solsken

Inhaltsangabe

Preface Learning About Literacy from Children Current Theoretical
Perspectives on Beginning Literacy Literacy as Social Status and Identity
Description of the Study. Plan of the Book Endnotes The Roots of Literacy
Learning in Families Theoretical Perspectives on Family Literacy Luke
Gender and Work as Identity Issues Jack Beatrix Jane Literacy as a
Self-Defining Act Endnotes LITERACY INSTRUCTION IN THE KINDERGARTEN
CLASSROOM The First Day of School. The Teacher's Theoretical Assumptions
The Social Context of Pedagogy Endnotes CHILDREN'S ORIENTATIONS TOWARD
LITERACY IN KINDERGARTEN Theoretical Perspectives on the Individual
Learner/Beatrix Jack The Significance of Children's Orientations Toward
Literacy/Endnotes TENSIONS IN CHILDREN'S KINDERGARTEN LITERACY LEARNING
Theoretical Perspectives on Tensions in Literacy Learning Luke Jane
Pedagogical Tensions for Children and Teachers Endnotes BEYOND STEREOTYPES:
THE COMPLEXITY OF NEGOTIATING GENDER AND WORK RELATIONS IN LITERACY
LEARNING Theoretical Perspectives on Gender and Work Relations in Literacy
Learning George Roberta Tensions in Boys' Literacy Learning-Leo, Arnie, and
Don Tensions in Girls' Literacy Learning-Beverly, Lucille, and Sarah Beyond
Stereotypes Endnotes CONTINUITY AND CHANGE IN FIRST AND SECOND GRADE
Theoretical Perspectives on Continuity and Change in Literacy Learning
Changes in the Classroom Context for Literacy: Pedagogy and Social
Relations Luke Jack Beatrix Jane Continuity and Change in Children's
Orientations Toward Literacy Endnotes REFLECTIONS ON THE JOURNEY Appendix:
The Construction of the Learning Biographies References Children's Books
Author Index Subject Index