1,589
Views
8
CrossRef citations to date
0
Altmetric
Articles

Philosophy with children as part of the solution to the early literacy education crisis in South Africa

References

  • Alexander, N., and C. Bloch. 2010. “Creating Literate Communities – The Challenge of Early Literacy.” In Bei Vielfalt Chancengleichheit, edited by. M. Krueger-Potratz, U. Neumann and H. H. Reich, 197–213. Muenster: Waxmann Verlag.
  • Alexander, N. 2012. On the 3 Rs Project: Improving the Quality of Education in South Africa: The Literacy and Numeracy Challenge. Final report to the Human Sciences Research Council. Cape Town: Project for the study of alternative education (PRAESA).
  • Bleazby, J. 2012. “Dewey's Notion of Imagination in Philosophy for Children.” Education and Culture 28 (2): 95–111. doi: 10.1353/eac.2012.0013
  • Braidotti, R. 2013. The Posthuman. Cambridge: Polity Press.
  • Brodie, K. 2007. “Dialogue in mathematics classrooms: beyond question and answer methods.” Pythagoras 33: 3–13.
  • Brooker, L., and S. Edwards, eds. 2010. Engaging Play. Maidenhead: McGraw Hill Open University Press.
  • Burman, E. 2008. Deconstructing Developmental Psychology. 2nd ed. London: Routledge.
  • Burtt, F. 2014. “Developing Early Thinking with Philosophy for Children in South Africa.” D.G. Murray Trust Hands-On Learning publication, 10th issue. http://www.dgmt.co.za/category/what-weve-learned/hands-on-learning-briefs/
  • Cahill, B. J., and T. L. Gibson. 2012. “Using Critical Theories in the Curriculum.” In Curriculum in Early Childhood Education: Re-examined, Rediscovered, Renewed, edited by. N. File, J. Mueler, and D. Basler Wisneski, 93–101. New York: Routledge.
  • Cam, P. 1995. Thinking Together: Philosophical Inquiry for the Classroom. Sydney: Primary English Teaching Association & Hale and Iremonger.
  • Dahlberg, G., and Moss, P. 2005. Ethics and Politics in Early Childhood Education. London: Routledge.
  • Davis, A. 2013. To Read or Not to Read: Decoding Synthetic Phonics. IMPACT Series 20. Accessed December 22, 2013. http://onlinelibrary.wiley.com/doi/10.1111/imp.2013.2013.issue-20/issuetoc
  • Department of Basic Education. 2011. National Curriculum Statement. Curriculum and Assessment Policy, Foundation Phase Grades R-3. English Home Language. South Africa: Government Printing Works. Accessed May 3, 2013. http://www.education.gov.za/
  • Department of Basic Education. 2013. Report on the Annual National Assessment of 2013: Grades 1 to 6&9. South Africa: Government Printing Works.
  • Doherr, L., S. Reynolds, J. Wetherly, and E. H. Evans. 2005. “Young Children's Ability to Engage in Cognitive Therapy Tasks: Associations with Age and Educational Experience.” Behavioural and Cognitive Psychotherapy 33 (2): 201–215. doi: 10.1017/S1352465804001894
  • Ebrahim, H. B. 2014. “Foregrounding Silences in the South African National Early Learning Standards for Birth to Four Years.” European Early Childhood Education Research Journal 22 (1): 67–76. doi: 10.1080/1350293X.2012.738869
  • File, N. 2012. “The Relationship between Child Development and Early Childhood Curriculum.” In Curriculum in Early Childhood Education: Re-examined, Rediscovered, Renewed, edited by N. File, J. Mueler, and D. Basler Wisneski, 29–42. New York: Routledge.
  • File, N., D. Basler Wisneski, and J. Mueller. 2012. “Strengthening Curriculum in Early Childhood.” In Curriculum in Early Childhood Education: Re-examined, Rediscovered, Renewed, edited by N. File, J. Mueler, and D. Basler Wisneski, 200–205. New York: Routledge.
  • Fricker, M. 2009. Epistemic Injustice: Power and the Ethics of Knowing. Oxford: Oxford University Press.
  • Gambrell, L. B. 2004a. “Exploring the Connection between oral Language and Early Reading.” The Reading Teacher 57: 490–492.
  • Gambrell, L. B. 2004b. “Shifts in the Conversation: Teacher-Led, Peer-Led, and Computer-Mediated Discussions.” The Reading Teacher 58: 212–215. doi: 10.1598/RT.58.2.9
  • Genishi, C., and A. H. Dyson. 2009. Children, Language and Literacy: Diverse Learners in Diverse Times. New York: Teachers College Press.
  • Green, L. 2008. “Cognitive Modifiability in South African Classrooms.” In Cognitife Modifiability in Learning and Assessment, edited by Oon Seng Tan and A. Seok-Hoon Seng, 137–153. Singapore: Cengage Learning.
  • Green, L., and K. Murris. 2014. “Lipman's Philosophy for Children.” In Schools as Thinking Communities, edited by L. Green, 121–140. Cape Town: Van Schaik.
  • Hannam, P., and E. Echeverria. 2009. Philosophy with Teenagers: Nurturing a Moral Imagination for the 21st Century. London: Continuum.
  • Haynes, J. 2008. Children as Philosophers: Learning through Enquiry and Dialogue in the Primary School. 2nd ed. London: RoutledgeFalmer.
  • Haynes, J., and K. Murris. 2011. “The Provocation of an Epistemological Shift in Teacher Education through Philosophy with Children”. Special Issue. The Journal of Philosophy of Education 45 (2): 285–303. doi: 10.1111/j.1467-9752.2011.00799.x
  • Haynes, J., and K. Murris. 2012. Picturebooks, Pedagogy and Philosophy. New York: Routledge.
  • Howie, S., S. Van Staden, M. Tshele, C. Dowse, and L. Zimmerman. 2012. PIRLS 2011 Progress in International Reading Literacy Study 2011 South African Children‘s Reading Literacy Achievement Summary Report. Accessed October, 2013. http://www.web.up.ac.za/sitefiles/File/publications/2013/PIRLS_2011_Report_12_Dec.PDF
  • Howie, S. J., E. Venter, S. Van Staden, L. Zimmerman, C. Long, V. Scherman, and E. Archer. 2007. Progress in International Reading Literacy Study (PIRLS) 2006 Summary Report: South African Children‘s Reading Literacy Achievement. Pretoria: University of Pretoria.
  • Improving Reading Standards In Primary Schools Project. 1994. Improving Reading Standards In Primary Schools Project; Final Report, Grants for Education Support and Training Programme (GETS) 1993–94. Dyfed County Council: Education Department.
  • Jordan, B. 2010. “Co-constructing Knowledge: Children, Teachers and Families Engaging in a Science-rich Curriculum.” In Engaging Play, edited by L. Brooker and S. Edwards, 96–108. Maidenhead: McGraw Hill Open University Press.
  • Joubert, I., E. Meyer, and M. Bester (Eds). 2008. Literacy in the Foundation Phase. Cape Town: Van Schaik.
  • Larson, J., and J. Marsh. 2005. Making Literacy Real: Theories and Practices for Learning and Teaching. London: SAGE.
  • Lipman, M., A. M. Sharp, and F. S. Oscanyan. 1977. Philosophy in the Classroom. Philadelphia: Temple University Press.
  • Mullis, I. V. S., M. O. Martin, P. Foy, and K. T. Drucker. 2012. PIRLS 2011 International Results in Reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  • Murris, K. 1992. Teaching Philosophy with Picture Books. London: Infonet.
  • Murris, K. 2012. “Student Teachers Investigating the Morality of Corporal Punishment in South Africa.” Ethics and Education 7 (1): 45–58. doi: 10.1080/17449642.2012.672030
  • Murris, K. 2013. “The Epistemic Challenge of Hearing Child's Voice.” Special issue. Studies in Philosophy and Education 32 (3): 245–259. doi: 10.1007/s11217-012-9349-9
  • Murris, K. 2014. “Reading Philosophically in a Community of Enquiry: Challenging Developmentality with Oram and Kitamura's Angry Arthur.” Children‘s Literature and Education 45 (2): 145–165. doi: 10.1007/s10583-013-9205-8
  • National Education Evaluation and Development Unit [NEEDU]. 2013. The State of Literacy Teaching and Learning in the Foundation Phase. National Report 2012 by. Accessed May 3, 2013. http://www.politicsweb.co.za
  • Short, K. 2011. “Reading Literature in Elementary Classrooms.” In Handbook of Research on Children‘s and Young Adult Literature, edited by S. Wolf, K. Coats, P. Enciso, and C. Jenkins, 48–63. In. London: Routledge.
  • Siegel, H. 2011. “Epistemological Relativism: Arguments Pro and Con. A Companion to Relativism.” In Blackwell Publishing, edited by S. D. Hales. Blackwell Reference Online, 201–219. Accessed October 25, 2013. http://www.blackwellreference.com/subscriber/tocnode.html?id=g9781405190213_chunk_g978140519021312
  • Souto-Manning, M. 2012. “Publishers in the Mix: Examining Literacy Curricula.” In Curriculum in Early Childhood Education: Re-examined, Rediscovered, Renewed, edited by N. File, J. Mueler, and D. Basler Wisneski, 160–172. New York: Routledge.
  • Stanley, S. 2012. Why Think? Philosophical Play from 3–11. London: Continuum Books.
  • Stables, A. 2008. Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. London: Continuum Studies in Educational Research.
  • Sellers, M. 2013. Young Children Becoming Curriculum: Deleuze, Te Whariki and Curricular Understandings. London: Routledge Contesting Early Childhood Series.
  • Teale, W., J. L. Hoffman, and K. A. Paciga. 2013. “What Do Children Need to Succeed in Early Literacy- And Beyond?.” In Whose Knowledge Counts in Government Literacy Policies?, edited by K. Goodman, R. Calfee, and Y. Goodman. New York: Routledge.
  • Trickey, S., and K. J. Topping. 2004. “Philosophy for Children: A systematic Review.” Research Papers in Education 19 (3): 363–380. doi: 10.1080/0267152042000248016
  • Trickey, S., and K. J. Topping. 2007. “Collaborative Philosophical Inquiry for Schoolchildren: Cognitive Gains at 2 year Follow up.” British Journal of Education Psychology 77 (4): 787–796. doi: 10.1348/000709907X193032
  • Verbeek, D. C. 2010. “Teaching Reading for Meaning?: A Case Study of the Initial Teaching of Reading in a mainstream South African School.” Dissertation submitted in fulfilment of the requirements of the degree Doctor of Philosophy University of KwaZulu-Natal, Pietermaritzburg, South Africa.
  • Walkerdine, V. 1984. “Developmental Psychology and the Child-centred Pedagogy.” In Changing the Subject: Psychology, Social Regulation and Subjectivity, edited by J. Henriques, W. Holloway, C. Unwin, C. Venn, and V. Walkerdine, 148–198. London: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.