Gemma Moss – författare

Why are girls outperforming boys in literacy skills in the Western education system today? To date, there have been few attempts to answer this question. Literacy and Gender sets out to redress this state of affairs by re-examining the social organization of literacy in primary schools. In studying schooling as a social process, this book focuses on the links between literacy, gender and attainment, the role school plays in producing social difference and the changing pattern of interest in this topic both within the feminist community and beyond. Gemma Moss argues that the reason for girls’ relative success in literacy lies in the structure of schooling and in particular the role the reading curriculum plays in constructing a hierarchy of learners in class. Using fine-grained ethnographic analysis of reading in context, this book outlines methods for researching literacy as a social practice and understanding how different versions of what counts as literacy can be created in the same site.

Using an approach to music informed by T. W. Adorno, this book examines the real-world, political significance of seemingly abstracted things like musical and literary forms. Re-assessing music in James Joyce, Ezra Pound and Sylvia Townsend Warner, this book re-shapes temporal, aesthetic and political understandings of modernism, by arguing that music plays a crucial role in ongoing attempts to investigate language, rational thought and ideology using aesthetic forms.

An interdisciplinary account of the political importance of music in modernist literatureA new methodology for analysing music in literature, informed by T. W. Adorno, that examines the politics of aestheticsAn intensely interdisciplinary book, with an extensive survey and analysis of music's place in Ancient Greek philosophy, German Romanticism, French Symbolism, British Aestheticism, continental philosophy, as well as new musicology, sociology, and analytical philosophyConceptual re-framing of modernism as an investigation of the problems associated with post-Enlightenment rationality, logic and empiricismNuanced arguments about the politics of aesthetics and the real-world significance of literary and musical formsUsing an approach to music informed by T. W. Adorno, this book examines the real-world, political significance of seemingly abstracted things like musical and literary forms. Re-assessing music in James Joyce, Ezra Pound and Sylvia Townsend Warner, this book re-shapes temporal, aesthetic and political understandings of modernism, by arguing that music plays a crucial role in ongoing attempts to investigate language, rational thought and ideology using aesthetic forms.

This edited book is a unique comprehensive discussion of 21st century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of disciplinary knowledge. Bringing together psychological, sociological, pedagogical approaches, the book also explores theoretical underpinnings of 21st century skills and offers a scalable solution to align multiple competency and literacy frameworks. The book provides a conceptual framework for curriculum reform and transformation of school practice designed to ensure that every school graduate thrives in our technologically and culturally changing world. By providing eight empirical portraits of competence-driven curriculum reform, this book is greatresource to educational researchers and policy makers.