Child Cultures, Schooling, and Literacy: Global Perspectives on Composing Unique Lives, 1st Edition (Hardback) book cover

Child Cultures, Schooling, and Literacy

Global Perspectives on Composing Unique Lives, 1st Edition

Edited by Anne Haas Dyson

Routledge

194 pages | 15 B/W Illus.

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Description

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.

Reviews

"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

Table of Contents

Acknowledgements

SECTION 1

Stories of Composing in Childhoods

1 Introduction: Gathering Textual Children

Anne Haas Dyson

 

2 The Situated Cases: Child Agency, Cultural Resources, Language

Anne Haas Dyson and case study authors

Prologue

I. CASES FEATURING CHILD AGENCY: GARETH AND TA’VON

Gareth: The Reluctant Writer

Jackie Marsh

Ta’Von: Negotiating Inclusion in a Stratified World

Anne Haas Dyson

II.CASES FEATURING CULTURAL RESOURCES: DANTI, GUS, AND SHEELA

Danti: Glocalizing Dora the Explorer in Indonesia

Sophie Dewayani

Gus: "I Can’t Write Anything"

Barbara Comber and Lyn Kerkham

Sheela: Finding her Voice

Urvashi Sahni

III. CASES FEATURING LANGUAGE: MIGUEL, NATALIA, AND RAFIKI

Miguel the Artista: A Case of Mismatch and Misguided "Reform"

Celia Genishi

Natalia: "I want to speak Tata’s Language!" Learning and Awakening the Local Language

Iliana Reyes

Rafiki: A Teacher-Pupil

Esther Mukewa Lisanza

Toward Knitting Together Tangled Cases

Anne Haas Dyson

SECTION 2

Thematic Threads of Continuity and Contrast

3 The Relevance of Composing: Children’s Spaces for Social Agency

Barbara Comber

4 Resources for Composing

Peggy J. Miller and Urvashi Sahni

5 The Powers of Language: Toward Remixing Language Policy, Curricula, and Child Identities

Celia Genishi

SECTION 3

On Composing Childhoods

6Making Space for Missing Childhoods:Implications for Theory, Policy, and Pedagogy

Anne Haas Dyson

Concluding Commentary

Peggy J. Miller

About the Editor

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

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU043000
EDUCATION / Comparative
LAN010000
LANGUAGE ARTS & DISCIPLINES / Literacy