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

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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.
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Product details

  • Paperback | 194 pages
  • 152 x 229 x 12.7mm | 295g
  • ROUTLEDGE
  • London, United Kingdom
  • English
  • 2 Tables, black and white; 15 Illustrations, black and white
  • 1138831549
  • 9781138831544
  • 1,895,576

Table of contents

Acknowledgements


SECTION 1


Stories of Composing in Childhoods





1 Introduction: Gathering Textual Children





Anne Haas Dyson





ã


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


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


Anne Haas Dyson





Concluding Commentary


Peggy J. Miller
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Review quote

"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
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About Anne Haas Dyson

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