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'I am not clever, they are cleverer than us': children reading in the primary school

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'I am not clever, they are cleverer than us' : children reading in the primary school. / Scherer, Lexie.

In: British Journal of Sociology of Education, Vol. 37, No. 3, 09.2016, p. 389-407.

Research output: Contribution to journalArticlepeer-review

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Scherer, Lexie. / 'I am not clever, they are cleverer than us' : children reading in the primary school. In: British Journal of Sociology of Education. 2016 ; Vol. 37, No. 3. pp. 389-407.

Bibtex

@article{f1d25f9aa6bb4a11886825e8ac53bbf0,
title = "'I am not clever, they are cleverer than us': children reading in the primary school",
abstract = "This paper examines the experiences of children learning to read in a multi-ethnic London primary school. The data are drawn from doctoral research, based on ethnographic fieldwork, with children aged six to seven years and ten to eleven years. Reading is revealed as a strongly emotional realm for children. The children are weak to resist teacher assessment of themselves, but nonetheless seek to create consoling narratives against what they perceive to be the negative identity of {\textquoteleft}poor reader{\textquoteright}. The data are distinctive, as resistance to school hierarchies and strong feelings about educational failure are manifested in the narratives of children as young as six years old.",
keywords = "RCUK, ESRC 1+3 Studentship, Literacy practices, reading, educational hierarchies, minority children, ES/J500148/1, APC-PAID",
author = "Lexie Scherer",
note = "Accepted - 23/07/2014",
year = "2016",
month = sep,
doi = "10.1080/01425692.2014.948989",
language = "English",
volume = "37",
pages = "389--407",
journal = "British Journal of Sociology of Education",
issn = "0142-5692",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

RIS

TY - JOUR

T1 - 'I am not clever, they are cleverer than us'

T2 - children reading in the primary school

AU - Scherer, Lexie

N1 - Accepted - 23/07/2014

PY - 2016/9

Y1 - 2016/9

N2 - This paper examines the experiences of children learning to read in a multi-ethnic London primary school. The data are drawn from doctoral research, based on ethnographic fieldwork, with children aged six to seven years and ten to eleven years. Reading is revealed as a strongly emotional realm for children. The children are weak to resist teacher assessment of themselves, but nonetheless seek to create consoling narratives against what they perceive to be the negative identity of ‘poor reader’. The data are distinctive, as resistance to school hierarchies and strong feelings about educational failure are manifested in the narratives of children as young as six years old.

AB - This paper examines the experiences of children learning to read in a multi-ethnic London primary school. The data are drawn from doctoral research, based on ethnographic fieldwork, with children aged six to seven years and ten to eleven years. Reading is revealed as a strongly emotional realm for children. The children are weak to resist teacher assessment of themselves, but nonetheless seek to create consoling narratives against what they perceive to be the negative identity of ‘poor reader’. The data are distinctive, as resistance to school hierarchies and strong feelings about educational failure are manifested in the narratives of children as young as six years old.

KW - RCUK

KW - ESRC 1+3 Studentship

KW - Literacy practices

KW - reading

KW - educational hierarchies

KW - minority children

KW - ES/J500148/1

KW - APC-PAID

U2 - 10.1080/01425692.2014.948989

DO - 10.1080/01425692.2014.948989

M3 - Article

VL - 37

SP - 389

EP - 407

JO - British Journal of Sociology of Education

JF - British Journal of Sociology of Education

SN - 0142-5692

IS - 3

ER -

ID: 2068153