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Book Review: Young People Reading: Culture and Response

Book Review: Young People Reading: Culture and Response Australian Journal of Education, Vol. 37, No.2, 1993, 212-216 Book Young People Reading: Culture and Response Charles Sarland Reviews Milton Keynes: Open University Press. 1991. 169pp. ISBN 0-335-9879-7 Critical curriculum studies are in the midst of a shift in focus from ideology critique of texts to qualitative studies of students' talk around text and readings. This reflects a broad movement across social theory to 'change the subject' by reclaiming her, to reinstate agency into institutional analyses and lives. One of the most productive routes for educational studies has been via poststructuralist and feminist reconceptualisations of subjectivity, and empirical studies of how discourse figures in the construction of subjectivity (for introductions, see articles in Christian-Smith, 1993; Luke & Gore, 1992). A parallel strand of qualitative research has been undertaken in English education: case studies which document and celebrate student 'reader re­ Young People Reading: Culture and Response is an extension of this sponse'. tradition, which dates back to the 1960s Dartmouth conference marking the convergence of 'personal growth' pedagogies and reader response theory. Here Sarland examines young United Kingdom readers' responses to various fic­ tional texts, demonstrating how different ways of taking from texts reflect broader cultural 'meaning-making' processes. His http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: Young People Reading: Culture and Response

Carr, Jo; Luke, Allan
Australian Journal of Education , Volume 37 (2): 2 – Aug 1, 1993
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Publisher
SAGE
Copyright
© 1993 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419303700208
Publisher site
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Abstract

Australian Journal of Education, Vol. 37, No.2, 1993, 212-216 Book Young People Reading: Culture and Response Charles Sarland Reviews Milton Keynes: Open University Press. 1991. 169pp. ISBN 0-335-9879-7 Critical curriculum studies are in the midst of a shift in focus from ideology critique of texts to qualitative studies of students' talk around text and readings. This reflects a broad movement across social theory to 'change the subject' by reclaiming her, to reinstate agency into institutional analyses and lives. One of the most productive routes for educational studies has been via poststructuralist and feminist reconceptualisations of subjectivity, and empirical studies of how discourse figures in the construction of subjectivity (for introductions, see articles in Christian-Smith, 1993; Luke & Gore, 1992). A parallel strand of qualitative research has been undertaken in English education: case studies which document and celebrate student 'reader re­ Young People Reading: Culture and Response is an extension of this sponse'. tradition, which dates back to the 1960s Dartmouth conference marking the convergence of 'personal growth' pedagogies and reader response theory. Here Sarland examines young United Kingdom readers' responses to various fic­ tional texts, demonstrating how different ways of taking from texts reflect broader cultural 'meaning-making' processes. His

Journal

Australian Journal of Education – SAGE

Published: Aug 1, 1993

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