Discourses about Reading among Seven- and Eight-Year-Old Children in Classroom Pedagogic Cultures

Autor/in	Davis, Pauline
Titel	Discourses about Reading among Seven- and Eight-Year-Old Children in Classroom Pedagogic Cultures
Quelle	In: Journal of Early Childhood Literacy, 7 (2007) 2, S.219-252 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798407079288
Schlagwörter	Foreign Countries; Sociocultural Patterns; Middle Class; Case Studies; Working Class; Ethnography; Social Class; Gender Differences; Reading Attitudes; Young Children; Elementary Education; Literacy; Interviews; Comparative Analysis; Models; Neighborhoods; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Soziokulturelle Theorie; Mittelschicht; Case study; Fallstudie; Case Study; Arbeiterklasse; Ethnografie; Social classes; Soziale Klasse; Geschlechterkonflikt; Reading behavior; Rading behaviour; Leseverhalten; Frühe Kindheit; Elementarunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Interviewing; Interviewtechnik; Analogiemodell; Neighbourhoods; Nachbarschaft
Abstract	This article reports on case study research of seven- and eight-year-old children's discourse about reading. The case studies were selected to provide classrooms in contrasting neighbourhoods within a white "working class" town in the North of England. Mixed methods were employed, but primarily the case studies were ethnographic in character. A sociocultural perspective is taken, drawing on Gee's (1999) definition of discourse and cultural models. Two main differently gendered discourses about reading were encountered. The one discourse, dominant in the "working class" classroom, was strongly gendered and afforded reading low status. The other discourse encountered in the "middle class" classroom was gender-inclusive and reading carried high status. It is argued that the interaction between social class and gender is important in understanding children's discourse about reading. The idea of a classroom meta-discourse is introduced. It is argued that, when classroom meta-discourse about reading is intense and in opposition to the values and expectations of preferred school pedagogic practices, under some conditions children's classroom meta-discourse can influence classroom processes and practices. (Contains 2 tables and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10