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dc.contributor.authorMaine, Fiona
dc.date.accessioned2018-11-01T14:02:21Z
dc.date.available2018-11-01T14:02:21Z
dc.date.issued2018
dc.identifier.issn0013-1911
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/284488
dc.description.abstractThe field of literacy studies has recently suffered a great loss with the death of Brian Street. His seminal work in 1984 conceptualised literacy as a social practice, and most importantly led to the consideration of, “whose literacies are dominant and whose are marginalized or resistant” (2003, p. 77). Acknowledging Street’s influence on her research and reading, Lexie Scherer begins her journey into the world of children’s perceptions of reading and themselves as readers, in a multi-ethnic, inner-city, London primary school. Her study offers a fascinating account of identity and subjectivity construction, challenging what she sees as a “lack of theorisation of minority children’s raced and ethnicised identities” (Scherer 2016, p.13). Central to Scherer’s work is the issue of children’s voice, and this is powerfully exemplified in quotes from children that she includes at the start of the book, indicating quite clearly diverse reading preferences. “We want to learn to read with books with white people, girls, inside” (p. 1) declares Aliyah, a seven year old British Pakistani girl
dc.publisherInforma UK Limited
dc.titleChildren, literacy and ethnicity: reading identities in the primary school
dc.typeArticle
prism.endingPage388
prism.issueIdentifier3
prism.publicationDate2018
prism.publicationNameEDUCATIONAL REVIEW
prism.startingPage387
prism.volume70
dc.identifier.doi10.17863/CAM.31864
dcterms.dateAccepted2017-10-10
rioxxterms.versionofrecord10.1080/00131911.2017.1389150
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2018
dc.contributor.orcidMaine, Fiona [0000-0001-9370-5920]
dc.identifier.eissn1465-3397
rioxxterms.typeJournal Article/Review
cam.issuedOnline2017-10-18
rioxxterms.freetoread.startdate2019-04-18


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