Early intervention: A second chance to learn what? For whom? Narratives of learning, discipline and enculturation

Woods, Annette and Henderson, Robyn (2001). Early intervention: A second chance to learn what? For whom? Narratives of learning, discipline and enculturation. In: W. Shilton and R. Jeffery, Crossing Borders: New Frontiers for Educational Research. AARE 2001 International Education Research Conference, Fremantle, W.A., Australia, (). 2-6 December 2001.


Author Woods, Annette
Henderson, Robyn
Title of paper Early intervention: A second chance to learn what? For whom? Narratives of learning, discipline and enculturation
Conference name AARE 2001 International Education Research Conference
Conference location Fremantle, W.A., Australia
Conference dates 2-6 December 2001
Proceedings title Crossing Borders: New Frontiers for Educational Research
Place of Publication Fremantle, WA, Australia
Publisher Australian Association for Research in Education
Publication Year 2001
Sub-type Fully published paper
Editor W. Shilton
R. Jeffery
Collection year 2001
Language eng
Formatted Abstract/Summary
Current understandings about literacy have moved away from the belief that literacy is simply a process that individuals do in their heads. However, in many cases our response to early intervention in literacy is firmly based in theories which seem out of step with current literacy research and consequent evidence that literacy is socially and culturally constructed. One example of such a response is the Reading Recovery program based in Clay’s theory of literacy acquisition. Clay (1992) describes the program as a second chance to learn. However, others have suggested that programs like Reading Recovery may in fact work toward the marginalisation of particular groups, thereby helping to maintain the status quo along class, gender and ethnic lines. Dudley-Marling and Murphy (1997) suggest that Reading Recovery may in fact act as a gatekeeper to protect the institution of schooling by privileging the skills and experiences of middle- and upper-middle class students.

This paper allows two professionals, who unwittingly found themselves involved within the institution of Reading Recovery, to bring their insider’s knowledge to an analysis of the construction of the program. The paper 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.
Subjects EX
330103 Sociology of Education
Q-Index Code EX

Document type: Conference Paper
Collection: School of Political Science and International Studies Publications
 
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Created: Thu, 23 Aug 2007, 23:32:50 EST