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Children, Literacy and Ethnicity

Reading Identities in the Primary School

  • Lexie Scherer

Table of contents

  1. Front Matter
    Pages i-viii
  2. Lexie Scherer
    Pages 16-32
  3. Lexie Scherer
    Pages 75-97
  4. Lexie Scherer
    Pages 126-153
  5. Back Matter
    Pages 175-198

About this book

Introduction

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.

Keywords

Children Literacy Ethnicity Reading Schools children education identity language linguistics migration primary school social science sociolinguistics sociology teaching

Authors and affiliations

  • Lexie Scherer
    • 1
  1. 1.University of PortsmouthUK

Bibliographic information

  • DOI https://doi.org/10.1057/9781137537379
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2016
  • Publisher Name Palgrave Macmillan, London
  • eBook Packages Education
  • Print ISBN 978-1-349-71107-9
  • Online ISBN 978-1-137-53737-9
  • Buy this book on publisher's site