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ToolsGordon, John (2023) The Achievements of Informal Adult Reading Group Talk through Vernacular Expression:Challenging the Dominant Discourses of Literary Study. In: Adult Learning and Social Change in the UK. Adult Learning, Literacy and Social Change (1). Bloomsbury Academic, pp. 127-146. ISBN 9781350262126
Full text not available from this repository. (Request a copy)Abstract
When reading is framed as literary study in formal education, especially in the secondary phase (ages eleven to eighteen), it has an influence on how individuals view themselves as readers (Clark, Osborne and Akerman, 2008). This can have enduring effects on the reading habits and self-esteem of individuals into adulthood, becoming an issue of social justice when it begins to affect how we think about what reading is for, what sort of reading we value and who can engage in what types of reading and when. This chapter examines how adults participating in book groups talk about what they read, and identifies how the focus, structures and discourse of their conversations differ significantly from how students talk about texts with their teachers in formal education.
| Item Type: | Book Section |
|---|---|
| Faculty \ School: | Faculty of Social Sciences > School of Education and Lifelong Learning University of East Anglia Research Groups/Centres > Theme - ClimateUEA |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Language in Education Faculty of Social Sciences > Research Groups > Literacy and Development Group |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 19 May 2023 08:33 |
| Last Modified: | 19 May 2023 08:33 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/92106 |
| DOI: |
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