Pub Date : 2021-10-07DOI: 10.1080/0305764X.2021.1959519
Amanda Naylor, N. Mcguinn, Ghazal Shaikh, Z. Varga, Hege Emma Rimmereide
ABSTRACT Researchers into Literature and Education from Norway, Pakistan and the United Kingdom used William Golding’s Lord of the Flies to explore the potential of a literary text to encourage intercultural dialogue, employing an innovative teaching method, Google Circles, to provide a platform for asynchronous online discussion among three cohorts of students in higher education. The authors present here the ethical and moral responses to the novel. The authors’ analysis of the data explores the students’ thoughts about human nature and law and order, as well as responses made by the students to moral turning points in Golding’s novel. The authors report that – although the novel provided a space for students from three national contexts to debate major existential questions using the affordances of the asynchronous digital platform – the students found it difficult to distinguish between the writer, the implied author and the narrative voice.
{"title":"‘I lost the faith in humanity.’ Using William Golding’s Lord of the Flies to explore ethical and moral issues through transnational, online literary exchange","authors":"Amanda Naylor, N. Mcguinn, Ghazal Shaikh, Z. Varga, Hege Emma Rimmereide","doi":"10.1080/0305764X.2021.1959519","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1959519","url":null,"abstract":"ABSTRACT Researchers into Literature and Education from Norway, Pakistan and the United Kingdom used William Golding’s Lord of the Flies to explore the potential of a literary text to encourage intercultural dialogue, employing an innovative teaching method, Google Circles, to provide a platform for asynchronous online discussion among three cohorts of students in higher education. The authors present here the ethical and moral responses to the novel. The authors’ analysis of the data explores the students’ thoughts about human nature and law and order, as well as responses made by the students to moral turning points in Golding’s novel. The authors report that – although the novel provided a space for students from three national contexts to debate major existential questions using the affordances of the asynchronous digital platform – the students found it difficult to distinguish between the writer, the implied author and the narrative voice.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"137 - 153"},"PeriodicalIF":2.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59337988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.1080/0305764X.2021.1973373
Hemy Ramiel, A. Lefstein
ABSTRACT This paper uses a case study of an Israeli teacher leadership initiative to explore a mode of educational governance that employs ‘bottom-up’ logic and discourse. The authors analyse the origins of this initiative, and – through a policy-making ethnography of the initiative’s enactment at the district level – show how it is sustained and governed through ‘top-down’ structures and strategies. The authors use the term ‘bottom-up governance’ to describe a hybrid mixture of discourse that valorises grass-roots leadership, of governance through actors’ autonomy and reflexivity, of enactment by a complex array of external and internal educational actors, and of initiation and control by central government, which provides insufficient, temporary and unstable resources. Their analysis highlights the conflicted and complex role of mid-level policy-makers in this mode of governance, as well as the simultaneous pursuit by the Israeli education system of centralisation and decentralisation, and ‘weak state’ and ‘strong state’ strategies.
{"title":"‘Bottom-up governance’: discourse, practices and the duality of the state","authors":"Hemy Ramiel, A. Lefstein","doi":"10.1080/0305764X.2021.1973373","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1973373","url":null,"abstract":"ABSTRACT This paper uses a case study of an Israeli teacher leadership initiative to explore a mode of educational governance that employs ‘bottom-up’ logic and discourse. The authors analyse the origins of this initiative, and – through a policy-making ethnography of the initiative’s enactment at the district level – show how it is sustained and governed through ‘top-down’ structures and strategies. The authors use the term ‘bottom-up governance’ to describe a hybrid mixture of discourse that valorises grass-roots leadership, of governance through actors’ autonomy and reflexivity, of enactment by a complex array of external and internal educational actors, and of initiation and control by central government, which provides insufficient, temporary and unstable resources. Their analysis highlights the conflicted and complex role of mid-level policy-makers in this mode of governance, as well as the simultaneous pursuit by the Israeli education system of centralisation and decentralisation, and ‘weak state’ and ‘strong state’ strategies.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"217 - 233"},"PeriodicalIF":2.3,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48584763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-17DOI: 10.1080/0305764X.2021.1973375
Yanrui Xu
ABSTRACT This article uses a Chinese notion, dongshi, to understand Chinese rural students’ academic success in terms of accessing elite universities. Dongshi is defined as reflexive habitus informed by Bourdieu’s notions of field, capital and habitus. Through a qualitative study of a group of rural students’ pre-university life stories, dongshi emerges from the data, which alludes to four facets of reflexivity: (1) empathetic understanding of their parents’ hardships in supporting their education; (2) their parents’ powerlessness in educational involvement; (3) the significance of knowledge in changing destinies; and (4) expectations of repaying their parents. As reflexive habitus, dongshi echoes the transformative aspect of habitus, contributing to rural students’ access to elite universities. This article contributes to the constructive dialogue with Bourdieu in Chinese sociology of education and calls for global researchers to reflect on the theoretical resources available in their linguistic repertoire when contextualising Bourdieu.
{"title":"Dongshi as reflexive habitus to understand Chinese rural students’ academic success","authors":"Yanrui Xu","doi":"10.1080/0305764X.2021.1973375","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1973375","url":null,"abstract":"ABSTRACT This article uses a Chinese notion, dongshi, to understand Chinese rural students’ academic success in terms of accessing elite universities. Dongshi is defined as reflexive habitus informed by Bourdieu’s notions of field, capital and habitus. Through a qualitative study of a group of rural students’ pre-university life stories, dongshi emerges from the data, which alludes to four facets of reflexivity: (1) empathetic understanding of their parents’ hardships in supporting their education; (2) their parents’ powerlessness in educational involvement; (3) the significance of knowledge in changing destinies; and (4) expectations of repaying their parents. As reflexive habitus, dongshi echoes the transformative aspect of habitus, contributing to rural students’ access to elite universities. This article contributes to the constructive dialogue with Bourdieu in Chinese sociology of education and calls for global researchers to reflect on the theoretical resources available in their linguistic repertoire when contextualising Bourdieu.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"255 - 270"},"PeriodicalIF":2.3,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44823718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/0305764X.2021.1965092
A. Brennan, F. King
ABSTRACT The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who engaged in a PLC for inclusive practice facilitated by one of the researchers. Two years later the researchers undertook semi-structured interviews with nine of the original participants and five classroom observations to explore if and how teachers can sustain inclusive practices in changing times. The findings evidenced sustained changes in teachers’ individual and collaborative practices, affirming an argument that PLCs can support teachers to develop and sustain inclusive practices in the longer term. This paper offers a conceptual framework for prospectively planning PLCs to narrow the values practice gap for inclusive practice.
{"title":"Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice","authors":"A. Brennan, F. King","doi":"10.1080/0305764X.2021.1965092","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1965092","url":null,"abstract":"ABSTRACT The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who engaged in a PLC for inclusive practice facilitated by one of the researchers. Two years later the researchers undertook semi-structured interviews with nine of the original participants and five classroom observations to explore if and how teachers can sustain inclusive practices in changing times. The findings evidenced sustained changes in teachers’ individual and collaborative practices, affirming an argument that PLCs can support teachers to develop and sustain inclusive practices in the longer term. This paper offers a conceptual framework for prospectively planning PLCs to narrow the values practice gap for inclusive practice.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"175 - 193"},"PeriodicalIF":2.3,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49038490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-18DOI: 10.1080/0305764X.2021.1948971
Ariel Sarid
ABSTRACT The study of educational effectiveness has become increasingly complex. Alongside methodological advancements in the investigation and measurement of educational effectiveness, meta-analyses conducted by leading researchers have shown that the field has been suffering from a significant lack of theory or from a weak theoretical basis. The present paper seeks to address this gap by connecting the four models of organisational effectiveness incorporated in Quinn and Rohrbaugh’s framework of competing values to the four dualities of educational design that appear in Wenger’s theory of communities of practice. By doing so, the paper contributes theoretical insights towards the development of a dilemmatic approach to the study of educational effectiveness. Based on the theoretical insights offered here, the paper argues that effective educational organisations are those that are able to address successfully and on an ongoing basis paradoxical tensions and incorporate interrelated and yet contradictory elements of the educational process and school organisation.
{"title":"Theoretical contributions to the investigation of educational effectiveness: towards a dilemmatic approach","authors":"Ariel Sarid","doi":"10.1080/0305764X.2021.1948971","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1948971","url":null,"abstract":"ABSTRACT The study of educational effectiveness has become increasingly complex. Alongside methodological advancements in the investigation and measurement of educational effectiveness, meta-analyses conducted by leading researchers have shown that the field has been suffering from a significant lack of theory or from a weak theoretical basis. The present paper seeks to address this gap by connecting the four models of organisational effectiveness incorporated in Quinn and Rohrbaugh’s framework of competing values to the four dualities of educational design that appear in Wenger’s theory of communities of practice. By doing so, the paper contributes theoretical insights towards the development of a dilemmatic approach to the study of educational effectiveness. Based on the theoretical insights offered here, the paper argues that effective educational organisations are those that are able to address successfully and on an ongoing basis paradoxical tensions and incorporate interrelated and yet contradictory elements of the educational process and school organisation.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"117 - 136"},"PeriodicalIF":2.3,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48148333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-08DOI: 10.1080/0305764X.2021.1946484
Sally Wai-Yan Wan, Suzannie K. Y. Leung
ABSTRACT Curriculum leadership is commonly regarded as an essential element in supporting school development and facilitating curriculum change processes. The study identified the qualitative variation in conceptions of curriculum leadership in the development of curriculum leadership, and described these variations in terms of categories of description. Phenomenography, with the integrated use of discourse analysis, is applied to reveal the variations of experience in the participants through describing and comparing the conceptions and understandings of the context-dependent phenomenon – curriculum leadership. Taking purposive sampling, a group of 24 prospective teachers were invited for individual semi-structured interviews. The findings of the study imply that conceptions of curriculum leadership held by prospective teachers should be taken into consideration for the planning and organisation of teacher education programmes concerning curriculum development and implementation.
{"title":"Integrating phenomenography with discourse analysis to study Hong Kong prospective teachers’ conceptions of curriculum leadership","authors":"Sally Wai-Yan Wan, Suzannie K. Y. Leung","doi":"10.1080/0305764X.2021.1946484","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1946484","url":null,"abstract":"ABSTRACT Curriculum leadership is commonly regarded as an essential element in supporting school development and facilitating curriculum change processes. The study identified the qualitative variation in conceptions of curriculum leadership in the development of curriculum leadership, and described these variations in terms of categories of description. Phenomenography, with the integrated use of discourse analysis, is applied to reveal the variations of experience in the participants through describing and comparing the conceptions and understandings of the context-dependent phenomenon – curriculum leadership. Taking purposive sampling, a group of 24 prospective teachers were invited for individual semi-structured interviews. The findings of the study imply that conceptions of curriculum leadership held by prospective teachers should be taken into consideration for the planning and organisation of teacher education programmes concerning curriculum development and implementation.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"91 - 116"},"PeriodicalIF":2.3,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46594046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-05DOI: 10.1080/0305764X.2021.1965091
Richard Harris, Ann E. Wilson-Daily, G. Fuller
ABSTRACT This study explores the experiences of students who identify as LGBT+ in six secondary schools in the south of England. Drawing mainly on data from five student focus groups, one student interview and nine teacher interviews, supplemented by a survey of staff and a review of school policy documents, this study examines how schools unwittingly increase LGBT+ students’ sense of isolation. Using a framework that identifies different forms of isolation, this study found that use of gendered spaces, the creation of ‘safe’ spaces such as support groups and the school curriculum can exacerbate students’ feelings of isolation, despite the good intentions of schools. Understanding how schools (unwittingly) contribute to LGBT+ students’ sense of isolation potentially provides a means to identify more specific ways schools could address this issue.
{"title":"‘I just want to feel like I’m part of everyone else’: how schools unintentionally contribute to the isolation of students who identify as LGBT+","authors":"Richard Harris, Ann E. Wilson-Daily, G. Fuller","doi":"10.1080/0305764X.2021.1965091","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1965091","url":null,"abstract":"ABSTRACT This study explores the experiences of students who identify as LGBT+ in six secondary schools in the south of England. Drawing mainly on data from five student focus groups, one student interview and nine teacher interviews, supplemented by a survey of staff and a review of school policy documents, this study examines how schools unwittingly increase LGBT+ students’ sense of isolation. Using a framework that identifies different forms of isolation, this study found that use of gendered spaces, the creation of ‘safe’ spaces such as support groups and the school curriculum can exacerbate students’ feelings of isolation, despite the good intentions of schools. Understanding how schools (unwittingly) contribute to LGBT+ students’ sense of isolation potentially provides a means to identify more specific ways schools could address this issue.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"155 - 173"},"PeriodicalIF":2.3,"publicationDate":"2021-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43039235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-25DOI: 10.1080/0305764X.2021.1919057
S. Hammond, N. Cooper, P. Jordan
ABSTRACT The mental health difficulties and educational trajectories of adolescents with care-experience is a pervasive international concern. This article explores how digital technologies can facilitate self-reflective dialogues and informal education opportunities for adolescents with care-experience. Extracts from vlogs created during an ethnographic project working with adolescents (n = 10, six males and four females, M age = 15.3 years, age range: 14–18 years) and carers (n = 35, ages and gender not sought) in four English residential homes are thematically analysed. Three major themes were constructed: richness of everyday identity; complexities of in care identity; and renegotiating narrative traumas. Themes illustrated how engagement with a blended intervention (featuring digital and face-to-face elements) created opportunities for trusted adults to support the mental health, identity and educational needs of adolescents with care-experience. The paper concludes by critically discussing the educational implications for those working with this group.
{"title":"Mental health, identity and informal education opportunities for adolescents with experience of living in state care: a role for digital storytelling","authors":"S. Hammond, N. Cooper, P. Jordan","doi":"10.1080/0305764X.2021.1919057","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1919057","url":null,"abstract":"ABSTRACT The mental health difficulties and educational trajectories of adolescents with care-experience is a pervasive international concern. This article explores how digital technologies can facilitate self-reflective dialogues and informal education opportunities for adolescents with care-experience. Extracts from vlogs created during an ethnographic project working with adolescents (n = 10, six males and four females, M age = 15.3 years, age range: 14–18 years) and carers (n = 35, ages and gender not sought) in four English residential homes are thematically analysed. Three major themes were constructed: richness of everyday identity; complexities of in care identity; and renegotiating narrative traumas. Themes illustrated how engagement with a blended intervention (featuring digital and face-to-face elements) created opportunities for trusted adults to support the mental health, identity and educational needs of adolescents with care-experience. The paper concludes by critically discussing the educational implications for those working with this group.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"51 1","pages":"713 - 732"},"PeriodicalIF":2.3,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0305764X.2021.1919057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46137758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-13DOI: 10.1080/0305764X.2021.1935736
Sonja Lutovac, M. Flores
ABSTRACT Pre-service teachers’ conceptions of assessment have received relatively little attention in research concerned with professional development in initial teacher education. These conceptions, alongside others regarding teaching and learning, however, have a great impact on future teachers’ instructional practices. In this study, the authors examine conceptions of assessment indirectly, by analysing 79 Finnish pre-service subject teachers’ narratives of students’ failure. Their findings reveal four major conceptions: (a) assessment is about feedback and reflection; (b) assessment needs to be personalised and demonstrate students’ learning; (c) assessment should take into account students’ invested effort; and (d) assessment fails to measure students’ success or failure. These findings provide a qualitative insight into and extend both research on teachers’ conceptions of assessment as a vital aspect of assessment literacy and research on pre-service teachers’ conceptions in particular. The relevance of these findings for future teachers’ professional development is discussed.
{"title":"Conceptions of assessment in pre-service teachers’ narratives of students’ failure","authors":"Sonja Lutovac, M. Flores","doi":"10.1080/0305764X.2021.1935736","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1935736","url":null,"abstract":"ABSTRACT Pre-service teachers’ conceptions of assessment have received relatively little attention in research concerned with professional development in initial teacher education. These conceptions, alongside others regarding teaching and learning, however, have a great impact on future teachers’ instructional practices. In this study, the authors examine conceptions of assessment indirectly, by analysing 79 Finnish pre-service subject teachers’ narratives of students’ failure. Their findings reveal four major conceptions: (a) assessment is about feedback and reflection; (b) assessment needs to be personalised and demonstrate students’ learning; (c) assessment should take into account students’ invested effort; and (d) assessment fails to measure students’ success or failure. These findings provide a qualitative insight into and extend both research on teachers’ conceptions of assessment as a vital aspect of assessment literacy and research on pre-service teachers’ conceptions in particular. The relevance of these findings for future teachers’ professional development is discussed.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"55 - 71"},"PeriodicalIF":2.3,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0305764X.2021.1935736","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46209961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-12DOI: 10.1080/0305764X.2021.1937523
Anežka Kuzmičová, T. Cremin
ABSTRACT Fiction, more than expository text, nurtures intimate connections between text and the reader’s life experiences. This dimension of reader response is underexplored in relation to children. Adapting methods from Empirical Literary Studies to educational research objectives, the authors employed the concept of ‘remindings’, i.e. reminiscing prompted by text, in studying children’s life-resonant responses to self-selected leisure books. Six workshops were run in primary classrooms during which participants (N = 148; age 8–11) engaged in remindings and mental imagery. Written remindings were then analysed for systematic variation across fiction book genres (Real-world vs. Fantasy; Relationships vs. Adventure). They found that Real-World Adventure books prompted remindings of discrete life events, while Real-World Relationships books prompted remindings of more diffuse experiences. Fantasy Adventure books were the least likely to prompt remindings. Further genre-based differences emerged in the distribution of themes within remindings. The authors consider the consequences of these insights for supporting young readers.
{"title":"Different fiction genres take children’s memories to different places","authors":"Anežka Kuzmičová, T. Cremin","doi":"10.1080/0305764X.2021.1937523","DOIUrl":"https://doi.org/10.1080/0305764X.2021.1937523","url":null,"abstract":"ABSTRACT Fiction, more than expository text, nurtures intimate connections between text and the reader’s life experiences. This dimension of reader response is underexplored in relation to children. Adapting methods from Empirical Literary Studies to educational research objectives, the authors employed the concept of ‘remindings’, i.e. reminiscing prompted by text, in studying children’s life-resonant responses to self-selected leisure books. Six workshops were run in primary classrooms during which participants (N = 148; age 8–11) engaged in remindings and mental imagery. Written remindings were then analysed for systematic variation across fiction book genres (Real-world vs. Fantasy; Relationships vs. Adventure). They found that Real-World Adventure books prompted remindings of discrete life events, while Real-World Relationships books prompted remindings of more diffuse experiences. Fantasy Adventure books were the least likely to prompt remindings. Further genre-based differences emerged in the distribution of themes within remindings. The authors consider the consequences of these insights for supporting young readers.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"52 1","pages":"37 - 53"},"PeriodicalIF":2.3,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0305764X.2021.1937523","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45713447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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