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Funds of courage: advancing social justice in children's reading for pleasure.

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Title: Funds of courage: advancing social justice in children's reading for pleasure.
Authors: Kucirkova, Natalia, Cremin, Teresa
Source: Cambridge Journal of Education. Aug2024, Vol. 54 Issue 4, p437-454. 18p.
Subjects: Social justice, Social change, Curriculum, Primary education, School children
Geographic Terms: England
Abstract: Children's reading for pleasure is associated with significant academic and personal benefits and is widely recognised as an effective way to leverage social change, yet in schools this is not fully capitalised upon. The authors connect extant research in this area to the seminal concepts of Funds of Knowledge and Funds of Identity to advance the notion of Funds of Courage and unify literature on dark Funds of Identity and subjective sense, in order to put forward a volitional reading agenda that resonates with the urgent need to innovate reading curricula. The authors argue that the twin psychological pillars of Funds of Courage – resilience and vulnerability – can enable teachers to progress children's volitional reading practices more reciprocally and thus play a role in advancing social justice. In drawing on examples from recent work with both emergent and established readers, primarily focused on early years and early primary education in England, they seek to widen conceptual and practical understanding in this area. [ABSTRACT FROM AUTHOR]
Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Funds of courage: advancing social justice in children's reading for pleasure.
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  Data: <searchLink fieldCode="AR" term="%22Kucirkova%2C+Natalia%22">Kucirkova, Natalia</searchLink><br /><searchLink fieldCode="AR" term="%22Cremin%2C+Teresa%22">Cremin, Teresa</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Cambridge+Journal+of+Education%22">Cambridge Journal of Education</searchLink>. Aug2024, Vol. 54 Issue 4, p437-454. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink>
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  Data: Children's reading for pleasure is associated with significant academic and personal benefits and is widely recognised as an effective way to leverage social change, yet in schools this is not fully capitalised upon. The authors connect extant research in this area to the seminal concepts of Funds of Knowledge and Funds of Identity to advance the notion of Funds of Courage and unify literature on dark Funds of Identity and subjective sense, in order to put forward a volitional reading agenda that resonates with the urgent need to innovate reading curricula. The authors argue that the twin psychological pillars of Funds of Courage – resilience and vulnerability – can enable teachers to progress children's volitional reading practices more reciprocally and thus play a role in advancing social justice. In drawing on examples from recent work with both emergent and established readers, primarily focused on early years and early primary education in England, they seek to widen conceptual and practical understanding in this area. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0305764X.2024.2369576
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        Text: English
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      – SubjectFull: Social justice
        Type: general
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        Type: general
      – SubjectFull: Curriculum
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      – SubjectFull: Primary education
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      – SubjectFull: School children
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              Text: Aug2024
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