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Identity, Social Class and Learning in the ‘Bottom’ Reading Group - Rilegato
Libro 17 di 24: Routledge Advances in Critical Diversities
Sinossi
The common practice of ability-grouped reading in UK schools, often termed guided reading, influences children’s sense of identity, feelings and progress as readers. Drawing on a rich ethnographic study of three primary classrooms, this book reopens a critical inquiry into ability-grouped reading that has been quiet since the 1990s, when guided reading in literacy education became established practice in the UK and the US.
Through the lens of children’s agency in accommodating, resisting and at times transforming such reading pedagogy, the book shows how readers are shaped by ability-grouped reading and by the more egalitarian reading pedagogies introduced in the study. Children’s individual and collective experiences are brought to life through extended narratives that attend as closely to gesture, posture, visage, silences and prosody of speech as to spoken words.
The book ends with a provocation: how literacy pedagogy might change if reflexive noticing and dismantling of hierarchies become the compass of pedagogical change. This demands attention to structural inequalities around race, gender and class and a turn towards deep listening to children. As well as being a valuable read for scholars of the sociology of childhood and education, it should appeal to anyone concerned with making education more equitable, including teachers, school leaders, parents, carers and policymakers.
Le informazioni nella sezione "Riassunto" possono far riferimento a edizioni diverse di questo titolo.
Informazioni sull'autore
Jess Anderson is a post-doctoral fellow in the Faculty of Social Sciences at the University of Stirling. A primary teacher and teacher educator for many years, she brings a practitioner lens as well as theoretical and research perspectives to issues of social equity and inequity in primary school literacies.
Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.
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Identity, Social Class and Learning in the Bottom Reading Group (Hardcover)
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Taylor & Francis Ltd, London, 2025
ISBN 10: 1032785667
ISBN 13: 9781032785660
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Hardcover. Condizione: new. Hardcover. The common practice of ability-grouped reading in UK schools, often termed guided reading, influences childrens sense of identity, feelings and progress as readers. Drawing on a rich ethnographic study of three primary classrooms, this book reopens a critical inquiry into ability-grouped reading that has been quiet since the 1990s, when guided reading in literacy education became established practice in the UK and the US.Through the lens of childrens agency in accommodating, resisting and at times transforming such reading pedagogy, the book shows how readers are shaped by ability-grouped reading and by the more egalitarian reading pedagogies introduced in the study. Childrens individual and collective experiences are brought to life through extended narratives that attend as closely to gesture, posture, visage, silences and prosody of speech as to spoken words.The book ends with a provocation: how literacy pedagogy might change if reflexive noticing and dismantling of hierarchies become the compass of pedagogical change. This demands attention to structural inequalities around race, gender and class and a turn towards deep listening to children. As well as being a valuable read for scholars of the sociology of childhood and education, it should appeal to anyone concerned with making education more equitable, including teachers, school leaders, parents, carers and policymakers. Drawing on a rich ethnographic study of three primary classrooms, this book reopens a critical inquiry into ability-grouped reading that has been quiet since the 1990s, when guided reading in literacy education became established practice in the UK and the US. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. Codice articolo 9781032785660
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