Cultural difference, social justice and reading education in a new literacies context
The digital platforms from which many students receive their community literacies have served to destabilize further the validity of the traditional print-based reading platforms from which many teachers work with novice readers in early childhood classrooms. The expectations teachers have of what it is that students bring with them to school are creating new forms of disadvantage for many, as a growing number of students engage in textual practices that are no longer centred on print technology. We suggest that the teaching of reading in schools must embrace the textual practices of a new literacies society, and expand text mode and media choices accordingly. The recommendation is made on the basis that 40 years of sociological research has shown that a major cause of school failure is the disjunction that occurs between community and school literacy practices. Accordingly, the reluctance of schools to incorporate a wider set of community literacy practices and texts into reading programmes can be viewed as a significant source of educational injustice. It is therefore imperative that teachers be prepared to build socially valued outcomes on the reading competencies that diverse groups of novice readers bring to school.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Journal Article|
|Additional Information:||For more information, please refer to the journal’s website (see hypertext link) or contact the author.|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2003 Taylor & Francis|
|Copyright Statement:||First published in International Journal of Inclusive Education 7(2):pp. 103-119.|
|Deposited On:||09 Oct 2007 00:00|
|Last Modified:||29 Feb 2012 12:58|
Repository Staff Only: item control page