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

Research output: Book/Report/Conference proceedingBook

Abstract

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.

Original languageEnglish (US)
PublisherRoutledge
Number of pages194
ISBN (Electronic)9781317567226
ISBN (Print)9781138831520
DOIs
StatePublished - Feb 26 2016

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

Fingerprint Dive into the research topics of 'Child Cultures, Schooling, and Literacy: Global Perspectives on Composing Unique Lives'. Together they form a unique fingerprint.

Cite this