Early intervention: Narratives of learning, discipline and enculturation

Woods, Annette and Henderson, Robyn (2002) Early intervention: Narratives of learning, discipline and enculturation. Journal of Early Childhood Literacy, 2 3: 243-268. doi:10.1177/14687984020023001


Author Woods, Annette
Henderson, Robyn
Title Early intervention: Narratives of learning, discipline and enculturation
Journal name Journal of Early Childhood Literacy   Check publisher's open access policy
ISSN 1468-7984
Publication date 2002
Sub-type Article (original research)
DOI 10.1177/14687984020023001
Volume 2
Issue 3
Start page 243
End page 268
Total pages 26
Place of publication London
Publisher Sage
Collection year 2002
Language eng
Subject C1
330100 Education Studies
740102 Primary education
1399 Other Education
Abstract Current understandings about literacy have moved away from the belief that literacy is simply a process that individuals do in their heads. These understandings do not negate the importance of the individual aspects of literacy learning, but they emphasize understandings of literacy as a social practice. In many cases, responses to early literacy intervention seem to be grounded in theories that appear out of step with current literacy research and consequent evidence that literacy is socially and culturally constructed. One such response is the Reading Recovery programme based on Clay’s theory of literacy acquisition. Clay (1992) describes the programme as a second chance to learn. However, others have suggested that programmes like Reading Recovery may in fact work toward the marginalization of particular groups, thereby helping to maintain the status quo along class, gender and ethnic lines. This article allows two professionals to bring their insider’s knowledge of Reading Recovery to an analysis of the construction of the programme. The article interweaves this analysis with the personal narratives of the researchers as they negotiated the borders between different understandings and beliefs about literacy and literacy pedagogy.
Keyword autoethnography
early literacy
Foucault
intervention
literacy
reading
Q-Index Code C1

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
 
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Created: Tue, 14 Aug 2007, 17:39:44 EST