We know that social class and gender are strongly associated with how easily and how well children learn to read. Despite this, many education policies frame literacy as a cognitive endeavour and suggest cognitive, content-based curricular interventions to address the attainment gap. Such approaches often ignore children’s social/cultural capital and identity in ways that risk literacy teaching appearing alien and unkind.
This lecture describes an intervention that took place in 46 primary schools. It was designed to help teachers re-balance and expand their professional knowledge to create more inclusive and socially responsive literacy activities, resources and pedagogies. The lecture will detail how specific tools and knowledge helped change teachers’ patterns of professional noticing, re-shaping what the teachers noticed, what they attended to and what they ignored so that they responded differently to their students.
Download the supporting powerpoint on the top right of this page.
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