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Children, literacy and ethnicity[electronic resource] :reading identities in the primary school /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	372.4
書名/作者:	Children, literacy and ethnicity : reading identities in the primary school // by Lexie Scherer.
作者:	Scherer, Lexie.
出版者:	London : : Palgrave Macmillan UK :, 2016.
面頁冊數:	viii, 198 p. : : digital ;; 23 cm.
Contained By:	Springer eBooks
標題:	Literacy - Social aspects.
標題:	Reading (Primary) - Social aspects.
標題:	Children - Books and reading.
標題:	Educational sociology.
標題:	Science.
標題:	Science, general.
ISBN:	9781137537379
ISBN:	9781349711079
摘要、提要註:	Mainstream narratives suggest Black and African Caribbean children, white working class children, and boys, are 'failing' to learn to read. This book investigates intersections between race, class and gender in the picture of the 'poor reader', starting with young children's voices. What is the place of home learning in the story of children learning- or failing to learn to read? What do we learn about children's identity formation as they engage with books? Social science has not focused on reading as a social practice in the lives of children, starting with their perspectives, and this book fills a major gap. Policy and teachers' discourses are well represented in the literature; children's experiences of reading are not. This book not only shows the complex meanings children make of reading, but also that through consulting pupil voice it is possible to explore different issues around reading than those in adult-led debates.
電子資源:	http://dx.doi.org/10.1057/9781137537379

Children, literacy and ethnicity[electronic resource] :reading identities in the primary school /
Scherer, Lexie.

Children, literacy and ethnicityreading identities in the primary school /[electronic resource] :by Lexie Scherer. - London :Palgrave Macmillan UK :2016. - viii, 198 p. :digital ;23 cm.

Mainstream narratives suggest Black and African Caribbean children, white working class children, and boys, are 'failing' to learn to read. This book investigates intersections between race, class and gender in the picture of the 'poor reader', starting with young children's voices. What is the place of home learning in the story of children learning- or failing to learn to read? What do we learn about children's identity formation as they engage with books? Social science has not focused on reading as a social practice in the lives of children, starting with their perspectives, and this book fills a major gap. Policy and teachers' discourses are well represented in the literature; children's experiences of reading are not. This book not only shows the complex meanings children make of reading, but also that through consulting pupil voice it is possible to explore different issues around reading than those in adult-led debates.

ISBN: 9781137537379

Standard No.: 10.1057/9781137537379doiSubjects--Topical Terms:

437456
Literacy
--Social aspects.

LC Class. No.: LC149 / .S378 2016

Dewey Class. No.: 372.4

Children, literacy and ethnicity[electronic resource] :reading identities in the primary school /
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