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Original Articles

Reading Positions and Practices in the Classroom

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Pages 435-457 | Published online: 15 Dec 2014
 

ABSTRACT

This article examines the classroom construction of “readings” in school literacy and literature programs. Reviewing contemporary theories and definitions of literacy, it argues for the cultural and historical specificity of reading and writing as families of social practices. School texts and classroom events construct selective traditions of particular versions and displays of reading. An agenda for the reconstruction of school reading as discourse critique is outlined.

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