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  • The ABCs of teaching alphabet knowledge: Affordances and challenges of 'weaving' visible and invisible pedagogies

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    ExleyPUB2714.pdf (990.0Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Exley, B
    Richard-Bossez, A
    Griffith University Author(s)
    Exley, Beryl E.
    Year published
    2013
    Metadata
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    Abstract
    As researchers interested in the pursuit of high-quality/high-equity literacy learning outcomes, the authors focus on the learning experiences of five early years French students, with a special regard for those who are already considered as being at risk of educational failure. The authors narrow the empirical focus to a single lesson on a mechanical concept of print — that is, matching lower- and upper-case alphabet letters. In doing so, they examine a deeply philosophical question: Which pedagogical practices (dis)enable what sorts of early years students as literacy learners? They introduce the notion of ‘weaving’ knowledge ...
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    As researchers interested in the pursuit of high-quality/high-equity literacy learning outcomes, the authors focus on the learning experiences of five early years French students, with a special regard for those who are already considered as being at risk of educational failure. The authors narrow the empirical focus to a single lesson on a mechanical concept of print — that is, matching lower- and upper-case alphabet letters. In doing so, they examine a deeply philosophical question: Which pedagogical practices (dis)enable what sorts of early years students as literacy learners? They introduce the notion of ‘weaving’ knowledge across dimensions of knowing to describe how the case study teacher ‘weaves' visible and invisible pedagogies over the four movements of a lesson. The findings reveal that different pedagogical framings have potentially different cognitive and social effects that constitute different kinds of literacy knowledge and oppressive subject positions for at-risk students.
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    Journal Title
    Contemporary Issues in Early Childhood
    Volume
    14
    Issue
    4
    DOI
    https://doi.org/10.2304/ciec.2013.14.4.345
    Copyright Statement
    © 2013 SAGE Publications. This is the author-manuscript version of the paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Education systems
    English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
    Political science
    Cultural studies
    Publication URI
    http://hdl.handle.net/10072/339942
    Collection
    • Journal articles

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