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Children, Literacy and Ethnicity Reading Identities in the Primary School /
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...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Autor Corporativo: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Palgrave Macmillan UK : Imprint: Palgrave Macmillan,
2016.
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| Edición: | 1st ed. 2016. |
| Temas: | |
| Acceso en línea: | Texto Completo |
MARC
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| 020 | |a 9781137537379 |9 978-1-137-53737-9 | ||
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| 100 | 1 | |a Scherer, Lexie. |e author. |4 aut |4 http://id.loc.gov/vocabulary/relators/aut | |
| 245 | 1 | 0 | |a Children, Literacy and Ethnicity |h [electronic resource] : |b Reading Identities in the Primary School / |c by Lexie Scherer. |
| 250 | |a 1st ed. 2016. | ||
| 264 | 1 | |a London : |b Palgrave Macmillan UK : |b Imprint: Palgrave Macmillan, |c 2016. | |
| 300 | |a VIII, 198 p. |b online resource. | ||
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| 520 | |a 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. | ||
| 650 | 0 | |a Educational sociology. | |
| 650 | 0 | |a School management and organization. | |
| 650 | 0 | |a School administration. | |
| 650 | 0 | |a Education. | |
| 650 | 0 | |a Sociolinguistics. | |
| 650 | 0 | |a Literacy. | |
| 650 | 1 | 4 | |a Sociology of Education. |
| 650 | 2 | 4 | |a Organization and Leadership. |
| 650 | 2 | 4 | |a Education. |
| 650 | 2 | 4 | |a Sociolinguistics. |
| 650 | 2 | 4 | |a Literacy. |
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| 776 | 0 | 8 | |i Printed edition: |z 9781137537362 |
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| 856 | 4 | 0 | |u https://doi.uam.elogim.com/10.1057/9781137537379 |z Texto Completo |
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| 950 | |a Education (R0) (SpringerNature-43721) | ||