NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ769683
Record Type: Journal
Publication Date: 2007
Pages: 34
Abstractor: Author
Reference Count: 94
ISSN: ISSN-1468-7984
Discourses about Reading among Seven- and Eight-Year-Old Children in Classroom Pedagogic Cultures
Davis, Pauline
Journal of Early Childhood Literacy, v7 n2 p219-252 2007
This article reports on case study research of seven- and eight-year-old children's discourse about reading. The case studies were selected to provide classrooms in contrasting neighbourhoods within a white "working class" town in the North of England. Mixed methods were employed, but primarily the case studies were ethnographic in character. A sociocultural perspective is taken, drawing on Gee's (1999) definition of discourse and cultural models. Two main differently gendered discourses about reading were encountered. The one discourse, dominant in the "working class" classroom, was strongly gendered and afforded reading low status. The other discourse encountered in the "middle class" classroom was gender-inclusive and reading carried high status. It is argued that the interaction between social class and gender is important in understanding children's discourse about reading. The idea of a classroom meta-discourse is introduced. It is argued that, when classroom meta-discourse about reading is intense and in opposition to the values and expectations of preferred school pedagogic practices, under some conditions children's classroom meta-discourse can influence classroom processes and practices. (Contains 2 tables and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)