Woods, Annette, and Henderson, Robyn (2002) Early intervention: narratives of learning, discipline and enculturation. Journal of Early Childhood Literacy, 2 (3). pp. 243-268.

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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.

Item ID:	13566
Item Type:	Article (Research - C1)
ISSN:	1741-2919
Keywords:	discipline; early intervention; enculturation; learning; autoethnography; early literacy; Foucault; literacy; reading
Date Deposited:	14 Dec 2010 23:50
FoR Codes:	16 STUDIES IN HUMAN SOCIETY > 1608 Sociology > 160809 Sociology of Education @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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