Joanne Larson – författare

This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive work guides the reader through current social, cultural and historical analysis on a global scale.

The new edition contains a greater range of methodologies, and chapters on:

- space and literacy

- disabilities and early childhood literacy

- digital literacies

- indigenous literacy

- play and literacy

- policy

In the Handbook, readers will find coverage of all the key topics in early childhood literacy. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge.

The Handbook is essential for Undergraduate students; Masters students; PhD students; CPD students; researchers, and literacy-centre personel.

'The second edition of this internationally respected and widely used text encompases a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practice in the 21st century'

-Professor Teresa Cremin, Open University UK

'This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children's meaning-making through family and digital liteacies, play and literacy, and in-school and out-of-school literacy experiences'

- Yetta Goodman, Regents Professor, University of Arizona

Tinkering with the current educational system from within has not provided a just and equitable education for all children. In this book, acclaimed education theorist Joanne Larson poses basic questions about the nature and purpose of schooling. Proposing that what is needed is a new purpose that is more consistent with contemporary knowledge production processes—one that moves beyond the either/or binary of preparing workers/citizens in a competitive global economy or a democracy, Larson argues that the only real solution is to start over in U.S. education—the purpose of schooling should be to facilitate human learning, meaning making, and knowledge production toward just and equitable education for all.

Radical Equality in Education offers a new ontological starting point and a new theoretical framing that would follow from it; articulates theoretical, curricular, pedagogical, and assessment principles that frame a real plan for fundamental change in American education, and presents examples of what these ideas might look like in schools and communities.

Tinkering with the current educational system from within has not provided a just and equitable education for all children. In this book, acclaimed education theorist Joanne Larson poses basic questions about the nature and purpose of schooling. Proposing that what is needed is a new purpose that is more consistent with contemporary knowledge production processes—one that moves beyond the either/or binary of preparing workers/citizens in a competitive global economy or a democracy, Larson argues that the only real solution is to start over in U.S. education—the purpose of schooling should be to facilitate human learning, meaning making, and knowledge production toward just and equitable education for all.

Radical Equality in Education offers a new ontological starting point and a new theoretical framing that would follow from it; articulates theoretical, curricular, pedagogical, and assessment principles that frame a real plan for fundamental change in American education, and presents examples of what these ideas might look like in schools and communities.

Through multiple narratives reflecting the complexity of participatory action research partnerships for social justice, this book sheds light on the dialogic spaces that intentionally support community literacies and rhetorical practices for inquiry and change. Applying literacy as social practice, Larson and Moses tell a story of a unique collaboration between community members and university faculty and students, who together transformed an urban corner store into a cornerstone of the community. Building on the emerging field of community literacies, the book captures the group’s active work on the ground and, on another level, how transformation occurred in the dialogic spaces of the research team as it learned to embrace distributed expertise and multiple identities.

Offering an overview of the major fields in literacy studies, this book presents a detailed and accessible discussion of key theories and their relevance in the primary classroom.

Each chapter uses a real life case study to explore the application of theory in practice, followed by a detailed discussion of the case study material by a leading name in the field, including contributions from Barbara Comber, Michele Knobel, Colin Lankshear, Gunther Kress, Brian Street, Kevin Leander and Patricia Enciso.

The text also offers reflections on theoretical foundations for research, exploring literacy as a practice grounded in social, cultural, historical and political contexts and in relationships of power. This second edition includes:

Essential reading for students at undergraduate and post-graduate level on primary education courses and an invaluable guide for anyone wanting to understand literacy theory and successfully apply this to the classroom. 

Offering an overview of the major fields in literacy studies, this book presents a detailed and accessible discussion of key theories and their relevance in the primary classroom.

Each chapter uses a real life case study to explore the application of theory in practice, followed by a detailed discussion of the case study material by a leading name in the field, including contributions from Barbara Comber, Michele Knobel, Colin Lankshear, Gunther Kress, Brian Street, Kevin Leander and Patricia Enciso.

The text also offers reflections on theoretical foundations for research, exploring literacy as a practice grounded in social, cultural, historical and political contexts and in relationships of power. This second edition includes:

Essential reading for students at undergraduate and post-graduate level on primary education courses and an invaluable guide for anyone wanting to understand literacy theory and successfully apply this to the classroom. 

This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive work guides the reader through current social, cultural and historical analysis on a global scale.

The new edition contains a greater range of methodologies, and chapters on:

- space and literacy

- disabilities and early childhood literacy

- digital literacies

- indigenous literacy

- play and literacy

- policy

In the Handbook, readers will find coverage of all the key topics in early childhood literacy. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge.

The Handbook is essential for Undergraduate students; Masters students; PhD students; CPD students; researchers, and literacy-centre personel.

′The second edition of this internationally respected and widely used text encompases a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practice in the 21st century′

-Professor Teresa Cremin, Open University UK

′This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children′s meaning-making through family and digital liteacies, play and literacy, and in-school and out-of-school literacy experiences′

- Yetta Goodman, Regents Professor, University of Arizona