Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools

Luke, Allan; Woods, Annette; Dooley, Karen

doi:10.1080/00405841.2011.558445

Cited by 40 publications

(31 citation statements)

References 18 publications

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“…Indeed we have witnessed the same phenomenon in our current studies (Comber & Kerkham, 2016;Comber & Woods, 2015). In contrast, when teachers design a 'permeable curriculum' (Dyson, 1993) children are able to work with the resources they bring from home, community, peer and virtual worlds into the classroom as a bridge to academic learning of substantive content (Luke, Woods, & Dooley, 2011;Iyer and Luke, 2009). Research on inclusive literacy pedagogies continues to demonstrate the importance of incorporating children's investments in popular culture and digital worlds (Dunn, Niens, & McMillan, 2014;Marsh, 2005) and the issues that are important to them and their communities, and more globally.…”

Section: Designing and Enacting Inclusive Pedagogical Practicesmentioning

confidence: 84%

Literacy Learning: Designing and Enacting Inclusive Pedagogical Practices in Classrooms

Woods¹,

Comber²,

Iyer³

2015

International Perspectives on Inclusive Education

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. ABSTRACTIn this chapter we detail our understandings of inclusive pedagogical practices that enable all students to assemble complex literate repertoires. We discuss generative concepts from international related literature (e.g. Au, Dyson, Janks, Luke, McNaughton, Moll, Thomson). We then present descriptions of two lessons as examples of how inclusive pedagogical practices might look in primary and secondary classrooms. The focus will be on how texts work to represent the world in particular ways and not others À and the implications of this for the inclusion of diverse student cohorts in developing complex literate repertoires.

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Section: Designing and Enacting Inclusive Pedagogical Practicesmentioning

confidence: 84%

Literacy Learning: Designing and Enacting Inclusive Pedagogical Practices in Classrooms

Woods¹,

Comber²,

Iyer³

2015

International Perspectives on Inclusive Education

Self Cite

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“…We believe that the tendency in these rather old primers is to picture mostly old-fashioned images of the virtues of an ideal citizen, but that this opens up an opportunity for the teacher to work with these perceptions with the children through discussions in which the values are questioned (see Luke et al, 2010). As further research, we advocate explorations of teachers' work with the primers in the classroom.…”

Section: Discussionmentioning

confidence: 99%

“…In this study, our interest was only directed towards the reading primers that children encounter in school. These early literacy experiences are important precursors of the wider realms of literary experiences that only sometimes lie ahead, in particular with regard to those children who do not have rich print environments at home (Gee, 1996;Freebody & Luke, 2003;Elbro, 2004;Luke et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Embedded Values in Reading Primers: The Perceptions of Student Teachers

Damber

Göhl-Muigai

2011

Citizenship, Social and Economics Education

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In contrast to countries where citizenship is taught as a specific subject, Sweden has a curriculum stipulated in the Education Act stating that all school activities must respect fundamental values and that these values should be upheld in all subjects. The values transmitted in reading primers, therefore, constitute an important medium for conveying fundamental values. Twenty-four student teachers working in pairs were given the task of analysing some common reading primers as the object for analysis with the aim of discovering in what way the texts disclosed or embedded values, and how they reflected society's ideals of an individual's moral education. Simultaneously, the students' ability to perform critical analyses was explored through reference to what was interpreted as the 'ideal citizen' in such books. The student teachers' findings indicated prototypes of 'good behaviour', the predominance of monocultural settings, blurred descriptions revealing an underlying middle-class perspective and conservative gender roles. However, many analyses were based on quantification, absences were not analysed at all and reading methodology frequently overshadowed content. The authors' central conclusion is that text analysis and meaning-making needs further emphasis in Swedish teacher education.

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“…Sociocultural theories of literacy and literacy as a social practice inform this article (Au, 2011;Lewis, Enciso, & Moje, 2007;Luke, Woods, & Dooley, 2011;Vygotsky, 1978). From these perspectives, readers construct meaning from texts through lenses of social and cultural lived experiences (Lankshear, 1997).…”

Section: Sociocultural Theoretical Frameworkmentioning

confidence: 99%

Searching for Culturally Responsive Formative Reading Assessments: Retellings, Comprehension Questions, and Student Interviews

Piazza

2012

L & L

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How do formative reading assessments influence educators' ability to assess readers' understandings in culturally responsive ways? This study examines three formative reading assessments to explore the capacity of each measure to fairly represent readers' understandings without being influenced negatively by social and cultural diversity. The guiding question is "How do these three formative assessments inform and support culturally responsive literacy instruction?" Participants in this study include 10 young adolescent African American male readers. Data collection and analysis took place in a Midwestern urban university in the United States and makes use of a cross case comparison format. Interviews reveal that readers are the best informants regarding their own understandings about texts. Comprehension questions and retellings reveal discrepancies across readers' understandings. It is crucial that students are given the benefit of responsive assessments in order to accurately demonstrate academic strengths and areas of instructional need.

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Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools

Cited by 40 publications

References 18 publications

Literacy Learning: Designing and Enacting Inclusive Pedagogical Practices in Classrooms

Literacy Learning: Designing and Enacting Inclusive Pedagogical Practices in Classrooms

Embedded Values in Reading Primers: The Perceptions of Student Teachers

Searching for Culturally Responsive Formative Reading Assessments: Retellings, Comprehension Questions, and Student Interviews

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