Texts in context: Mapping out the gender differentiation of the reading curriculum

Pedagogy, Culture and Society

Volumn 7, Issue 3, 1999, Pages 507-522

  Moss, Gemma ^a  

^a UNIVERSITY OF SOUTHAMPTON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85004010674     PISSN: 14681366     EISSN: 17475104     Source Type: Journal    
DOI: 10.1080/14681369900200070     Document Type: Article

References (11)

1. Barrs, M. (1993) Introduction: reading the difference, in M. Barrs & S. Pidgeon (Eds) Reading the Difference. London: CLPE.
2. Barton, D. (1994) Literacy, an introduction to the ecology of writing. Oxford: Blackwell.
3. Graham, L. (1999) Changing Practice through Reflection: the KS2 Reading Project, Croydon, Reading, 33, pp. 106-113.
4. Heath, S. B. (1983) Ways with Words: language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
5. Kress, G. (1998) Modes ofRepresentation and Local Epistemologies: the presentation of science in education. London: Institute of Education.
6. Kress, G. (2000) Knowledge, Identity and Pedagogy, Linguistics and Education, 11(1).
7. Meek, M. (1996) Information and Book Learning. Stroud: Thimble Press.
8. Millard, E. (1997) Differently Literate: boys, girls and the schooling of literacy. London: Falmer Press.
9. Moss, G. (1999) The Fact and Fiction Research Project: interim findings. Southampton: Centre for Language and Education, University of Southampton.
10. Solsken, J. (1993) Literacy, Gender and Work in Families and at School. Norwood: Ablex.
11. Street, B. (1984) Literacy in Theory and Practice. Cambridge: Cambridge University Press.