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Re-reading the reading lesson: episodes in the history of reading pedagogy

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dc.contributor.authorGreen, B.
dc.contributor.authorCormack, P.
dc.contributor.authorPatterson, A.
dc.date.issued2013
dc.descriptionLink to a related website: https://eprints.qut.edu.au/69205/1/69205.pdf, Open Access via Unpaywall
dc.description.abstractReading pedagogy is constantly an object of discussion and debate in contemporary policy and practice but is rarely a matter for historical inquiry. This paper reports from a recent study of the history of reading pedagogy in Australia and beyond. It focuses on a recurring figure in the historical record—the ‘reading lesson’. Presented as a distinctive trope, the reading lesson is traced in its regularity in and through the discourse of reading pedagogy, starting in 1930s Australia and moving back into 19th-century Europe, and with specific reference to the UK and the USA. Teaching reading is expressly identified as a moral project - something that, it can be argued, clearly continues into the present.
dc.identifier.citationOxford Review of Education, 2013; 39(3):329-344
dc.identifier.doi10.1080/03054985.2013.808617
dc.identifier.issn0305-4985
dc.identifier.issn1465-3915
dc.identifier.urihttps://hdl.handle.net/1959.8/151965
dc.language.isoen
dc.publisherRoutledge
dc.rightsCopyright 2013 Taylor & Francis
dc.source.urihttps://doi.org/10.1080/03054985.2013.808617
dc.subjectgenealogy
dc.subjectliteracy
dc.subjectreading lessons
dc.subjectreading pedagogy
dc.titleRe-reading the reading lesson: episodes in the history of reading pedagogy
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9915909844801831

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