Child Cultures, Schooling, and Literacy: Global Perspectives on Composing Unique Lives

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9781138831544: Child Cultures, Schooling, and Literacy: Global Perspectives on Composing Unique Lives

Through analysis of case studies of young children (ages 3 to 8 years), situated in different geographic, cultural, linguistic, political, and socioeconomic sites on six continents, this book examines the interplay of childhoods, schooling, and, literacies. Written language is situated within particular childhoods as they unfold in school. A key focus is on children’s agency in the construction of their own childhoods.

The book generates diverse perspectives on what written language may mean for childhoods. Looking at variations in the complex relationships between official (curricular) visions and unofficial (child-initiated) visions of relevant composing practices and appropriate cultural resources, it offers, first, insight into how those relationships may change over time and space as children move through early schooling, and, second, understanding of the dynamics of schools and the experience of childhoods through which the local meaning of school literacy is formulated. Each case―each child in a particular sociocultural site―does not represent an essentialized nation or a people but, rather, a rich, processual depiction of childhood being constructed in particular local contexts and the role, if any, for composing.

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About the Author:

Anne Haas Dyson is Faculty Excellence Professor, College of Education, University of Illinois at Urbana-Champaign, USA and American Educational Research Fellow.

Review:

"It is a book that brings together an impressive combination of experts with understanding drawn from a wide range of contexts. The global inclusiveness of this text will speak to and attract a wide audience and push thinking in the field. The wisdom within this text is exciting and I love the respect demonstrated towards children." - Martine Horvath, EYE

 

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Book Description Taylor Francis Ltd, United Kingdom, 2016. Paperback. Book Condition: New. Language: English . Brand New Book. Through analysis of case studies of young children (ages 3 to 8 years), situated in different geographic, cultural, linguistic, political, and socioeconomic sites on six continents, this book examines the interplay of childhoods, schooling, and, literacies. Written language is situated within particular childhoods as they unfold in school. A key focus is on children s agency in the construction of their own childhoods. The book generates diverse perspectives on what written language may mean for childhoods. Looking at variations in the complex relationships between official (curricular) visions and unofficial (child-initiated) visions of relevant composing practices and appropriate cultural resources, it offers, first, insight into how those relationships may change over time and space as children move through early schooling, and, second, understanding of the dynamics of schools and the experience of childhoods through which the local meaning of school literacy is formulated. Each case-each child in a particular sociocultural site-does not represent an essentialized nation or a people but, rather, a rich, processual depiction of childhood being constructed in particular local contexts and the role, if any, for composing. Bookseller Inventory # AAZ9781138831544

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Published by Taylor Francis Ltd, United Kingdom (2016)
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Book Description Taylor Francis Ltd, United Kingdom, 2016. Paperback. Book Condition: New. Language: English . Brand New Book. Through analysis of case studies of young children (ages 3 to 8 years), situated in different geographic, cultural, linguistic, political, and socioeconomic sites on six continents, this book examines the interplay of childhoods, schooling, and, literacies. Written language is situated within particular childhoods as they unfold in school. A key focus is on children s agency in the construction of their own childhoods. The book generates diverse perspectives on what written language may mean for childhoods. Looking at variations in the complex relationships between official (curricular) visions and unofficial (child-initiated) visions of relevant composing practices and appropriate cultural resources, it offers, first, insight into how those relationships may change over time and space as children move through early schooling, and, second, understanding of the dynamics of schools and the experience of childhoods through which the local meaning of school literacy is formulated. Each case-each child in a particular sociocultural site-does not represent an essentialized nation or a people but, rather, a rich, processual depiction of childhood being constructed in particular local contexts and the role, if any, for composing. Bookseller Inventory # AAZ9781138831544

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Book Description Routledge, 2016. Book Condition: New. Editor(s): Dyson, Anne Haas. Num Pages: 200 pages, 15 black & white illustrations, 2 black & white tables. BIC Classification: JNFD; JNLB. Category: (G) General (US: Trade); (U) Tertiary Education (US: College). Dimension: 229 x 152. . . 2016. Paperback. . . . . . Bookseller Inventory # V9781138831544

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Book Description Routledge. Book Condition: New. Editor(s): Dyson, Anne Haas. Num Pages: 200 pages, 15 black & white illustrations, 2 black & white tables. BIC Classification: JNFD; JNLB. Category: (G) General (US: Trade); (U) Tertiary Education (US: College). Dimension: 229 x 152. . . 2016. Paperback. . . . . Books ship from the US and Ireland. Bookseller Inventory # V9781138831544

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