Pedagogy for Reading for Pleasure in Low Socio-Economic Primary Schools: Beyond 'Pedagogy of Poverty'?
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| Title: | Pedagogy for Reading for Pleasure in Low Socio-Economic Primary Schools: Beyond 'Pedagogy of Poverty'? |
|---|---|
| Language: | English |
| Authors: | Hempel-Jorgensen, Amelia, Cremin, Teresa, Harris, Diane, Chamberlain, Liz |
| Source: | Literacy. May 2018 52(2):86-94. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Socioeconomic Background, Disadvantaged Schools, Elementary Education, Recreational Reading, Teaching Methods, English (Second Language), Educational Objectives, Educational Practices, Instructional Effectiveness, Reading Instruction, Reading Interests, Foreign Countries |
| Geographic Terms: | United States, Australia, United Kingdom (England) |
| DOI: | 10.1111/lit.12157 |
| ISSN: | 1741-4350 |
| Abstract: | New research findings are presented in this paper, responding to a significant knowledge gap about the role of pedagogy in tackling persistent educational inequalities. The paper examines the potential of reading for pleasure (RfP) pedagogy to disrupt 'pedagogy of poverty' in low socio-economic (SES) schools and to enable children to reap the cognitive, well-being and social benefits of RfP. Children's volition and social interaction as readers are central to RfP and have been found to be particularly constrained by pedagogy common in low SES schools in the United States, Australia and England. The research examined how pedagogy for RfP was instantiated in four low SES English primary schools to understand how this potential might be realised and its effects on children's engagement with RfP. The schools were selected because they had invested in RfP, yet the study found their RfP pedagogies did not in practice support children's volition and engagement because teachers' understandings of reading focused upon proficiency. Such teachers need to reconceptualise reading as social and volitional to underpin RfP pedagogies. The paper provides new insight into the challenges of developing genuine RfP pedagogy and other pedagogies that profile volition and active engagement with learning in low SES schools. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| Accession Number: | EJ1178387 |
| Database: | ERIC |
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| Abstract: | New research findings are presented in this paper, responding to a significant knowledge gap about the role of pedagogy in tackling persistent educational inequalities. The paper examines the potential of reading for pleasure (RfP) pedagogy to disrupt 'pedagogy of poverty' in low socio-economic (SES) schools and to enable children to reap the cognitive, well-being and social benefits of RfP. Children's volition and social interaction as readers are central to RfP and have been found to be particularly constrained by pedagogy common in low SES schools in the United States, Australia and England. The research examined how pedagogy for RfP was instantiated in four low SES English primary schools to understand how this potential might be realised and its effects on children's engagement with RfP. The schools were selected because they had invested in RfP, yet the study found their RfP pedagogies did not in practice support children's volition and engagement because teachers' understandings of reading focused upon proficiency. Such teachers need to reconceptualise reading as social and volitional to underpin RfP pedagogies. The paper provides new insight into the challenges of developing genuine RfP pedagogy and other pedagogies that profile volition and active engagement with learning in low SES schools. |
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| ISSN: | 1741-4350 |
| DOI: | 10.1111/lit.12157 |
