154 pages
244 x 170mm
ISBN-13: 978 1 85856 389 3
January 2007

Although social inclusion has been high on government agendas for some years, there have been few attempts at policy level to examine the issues relating to literacy education. Many social and cultural groups feel alienated from traditional models of literacy education and some learners continue to underachieve. This book develops insights into how to address these challenges.

Terms such as social inclusion and social exclusion are defined, explored and related to literacy education by contributors who are renowned in the field. They deal with issues of literacy and social class, race, gender, language and sexuality. They offer insights into current concerns in these areas, and they outline curricula and pedagogical approaches which aim to address underachievement and disaffection. The book challenges traditional deficit notions of at risk communities and argues that the onus for change needs instead to be at policy level.

The contributors are Viv Bird, Victoria Carrington, Barbara Comber, Julia Davies, Eve Gregory, Amanda Hatton, Kate Pahl and Mark Vicars.
The book is essential reading for all those concerned with ensuring that literacy education, as inscribed in institutions, meets the needs and interests of all learners and closes the gaps between home, community and school.

Dr Eve Bearne was Assistant Director in Research, University of Cambridge Faculty of Education. Her many books include Art, Narrative and Childhood, with Morag Styles (Trentham). Dr Jackie Marsh is Reader in Education, University of Sheffield School of Education. Her latest book is Popular Literature, Childhood and Schooling, with E. Millard (Routledge).