Towards a Critical Sociology of Reading Pedagogy: Papers of the XII World Congress on Reading
Carolyn D. Baker, Allan Luke
John Benjamins Publishing, Jan 1, 1991 - Language Arts & Disciplines - 278 pages
Through critical sociological appraisals of literary theory, research and pedagogy, this volume presents challenges to dominant psychological approaches in reading research and to mainstream discourses about reading and writing pedagogy. Bringing together the recent work of literacy researchers in Australia, Europe and North America, the volume offers novel critiques and theorisations from within political economy, neomarxist and critical theory, ethnomethodology, interactive sociolinguistics, poststructuralism and postmodernism. The volume is arranged in four sections; The Politics of Pedagogy; Reading in Classrooms; Reconstructing Theory; Reading the Social. This collection is provocative and innovative, offering clear alternatives for conceptualising literacy, for conducting literacy research, and for reconstructing the discourses and practices of reading and writing in schools. The volume is addressed to a broad audience of researchers, educators and students.
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Chapter 1 The Political Economy of Reading Instruction
Personal Voices Truth Telling andReal Texts
The Limits of the Aesthetic Personality
A Social Skill
II Reading in Classrooms
Chapter 5 A Situated Perspective on What Counts as Reading
Reading as a Situated Process
Chapter 7 Literacy Practices and Social Relations in Classroom Reading Events
III Reconstructing Theory
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Towards a Critical Sociology of Reading Pedagogy: Papers of the XII World ...
Carolyn D. Baker,Allan Luke
No preview available - 1991
aesthetic Allan Luke analysis approaches argued assumptions Australia Baker basal basal reader behaviour Cambridge Chapter characterise child classroom reading cognitive cognitive psychology concept construction context counts as reading criterially critical critique cultural curriculum cycle of activity David Pearson English ethical ethnomethodology example experience formulate Foucault Freebody Heap historical human idealised ideology individual interaction interactive sociolinguist intertextuality Jacob L James L Kieran Egan knowledge language learning literacy literature lesson London McHoul means metatext moral normative notion object organisation participants particular political possible problematisation production psycholinguistic psychological question reader reading activities reading education reading events reading instruction reading pedagogy reading practices reading research recognise relationship Rumelhart semiotic sense situated perspective skills sociolinguistic sociology specific story talk teachers and students teaching textual theoretical theories of reading transcripts University Press volume whole language Wittgenstein words writing pedagogy