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Cambridge Journal of Education Volume 49, 2019 - Issue 5
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Articles

Making us proud: young children engaging with schooled literacy discourses

Lucy HenningFroebel College, University of Roehampton, London, UKCorrespondence[email protected]
Pages 637-653 | Received 13 Apr 2018, Accepted 29 Jan 2019, Published online: 05 Mar 2019

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Laura Scholes, Garth Stahl, Barbara Comber, Sarah McDonald & Jo Lunn Brownlee. (2021) ‘We don’t read in science’: student perceptions of literacy and learning science in middle school. Cambridge Journal of Education 51:4, pages 451-466.
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Articles from other publishers (4)

Margaret R. Beneke, Emily Machado & Jordan Taitingfong. (2022) Dismantling Carceral Logics in the Urban Early Literacy Classroom: Towards Liberatory Literacy Pedagogies with/for Multiply-Marginalized Young Children. Urban Education 59:6, pages 1871-1904.
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Mercedes Llorent-Vaquero, Juan De Pablos-Pons & Irma Velez. (2023) Digital learning and public policy in schools: A transformative paradigm for a changing world. Policy Futures in Education 22:4, pages 574-592.
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Margaret R. Beneke & Hailey R. Love. (2022) A DisCrit Analysis of Quality in Early Childhood: Toward Pedagogies of Wholeness, Access, and Interdependence. Teachers College Record: The Voice of Scholarship in Education 124:12, pages 192-219.
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Stavroula Kontovourki. (2022) Vibrancy and stillness in talking school discourse: examining embodied talk in a primary classroom. Literacy 56:3, pages 234-243.
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