Children, Literacy and Ethnicity: Reading Identities in the Primary School

Author:   Lexie Scherer ,  Lexie Scherer
Publisher:   Palgrave Macmillan
Edition:   1st ed. 2016
ISBN:  

9781137537362


Pages:   198
Publication Date:   14 March 2016
Format:   Hardback
Availability:   Manufactured on demand   Availability explained
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Children, Literacy and Ethnicity: Reading Identities in the Primary School


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Full Product Details

Author:   Lexie Scherer ,  Lexie Scherer
Publisher:   Palgrave Macmillan
Imprint:   Palgrave Macmillan
Edition:   1st ed. 2016
Dimensions:   Width: 14.00cm , Height: 1.30cm , Length: 21.60cm
Weight:   3.648kg
ISBN:  

9781137537362


ISBN 10:   1137537361
Pages:   198
Publication Date:   14 March 2016
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand   Availability explained
We will order this item for you from a manufactured on demand supplier.

Table of Contents

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

Reviews

“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) ​


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)


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)


Author Information

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.

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