Identity, Social Class and Learning in the ‘Bottom’ Reading Group
Seiten
2025
Routledge (Verlag)
978-1-032-78566-0 (ISBN)
Routledge (Verlag)
978-1-032-78566-0 (ISBN)
- Noch nicht erschienen (ca. März 2025)
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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 becomes the compass of pedagogical change. This demands attention to structural inequalities around race, gender and class and a turn towards deep listening to children. 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.
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 becomes the compass of pedagogical change. This demands attention to structural inequalities around race, gender and class and a turn towards deep listening to children. 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.
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.
1. Ability-Grouped Reading
2. Socio-Political and Emotional Landscapes of Ability-Grouped Reading
3. A Feeling for Reading
4. Social Positioning in Hierarchical Reading Groups
5. How Class Matters in Classroom Reading Hierarchies
6. Print Reading Difficulties and Ability-Grouped Reading
7. Disrupting School-Based Literacy Hierarchies
8. Conclusions
| Erscheint lt. Verlag | 1.3.2025 |
|---|---|
| Reihe/Serie | Routledge Advances in Critical Diversities |
| Zusatzinfo | 1 Tables, black and white; 19 Halftones, black and white; 19 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule |
| Sozialwissenschaften ► Soziologie ► Makrosoziologie | |
| ISBN-10 | 1-032-78566-7 / 1032785667 |
| ISBN-13 | 978-1-032-78566-0 / 9781032785660 |
| Zustand | Neuware |
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