Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Ethnography and Education on 11/01/2017, available online: http://www.tandfonline.com/10.1080/17457823.2016.1277773
Accepted author manuscript, 452 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Hymns, prayers and Bible stories
T2 - the role of religious literacy practices in children's literacy learning
AU - Papen, Uta
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Ethnography and Education on 11/01/2017, available online: http://www.tandfonline.com/10.1080/17457823.2016.1277773
PY - 2018/1
Y1 - 2018/1
N2 - This paper examines the role of religious literacy practices such as hymns, prayers and Bible stories in the context of literacy teaching in primary schools in England. Drawing on data collected through a classroom ethnography of a year 1 class (five and six-year-olds) conducted in a Catholic primary school in 2013 and 2014, I suggest that religious literacy practices contribute to children’s literacy learning in various ways. They focus children’s attention on a text’s meaning, not on decoding, as other literacy lessons do. They do not privilege rational thinking but afford more emotional and bodily experiences of meaning-making. These practices also offer opportunities for collaborative engagements with literacy, supporting learning through participation. My findings suggest that educators, researchers and policy-makers should pay greater attention to the range of literacy practices children engage with and how they contribute to their literacy learning.
AB - This paper examines the role of religious literacy practices such as hymns, prayers and Bible stories in the context of literacy teaching in primary schools in England. Drawing on data collected through a classroom ethnography of a year 1 class (five and six-year-olds) conducted in a Catholic primary school in 2013 and 2014, I suggest that religious literacy practices contribute to children’s literacy learning in various ways. They focus children’s attention on a text’s meaning, not on decoding, as other literacy lessons do. They do not privilege rational thinking but afford more emotional and bodily experiences of meaning-making. These practices also offer opportunities for collaborative engagements with literacy, supporting learning through participation. My findings suggest that educators, researchers and policy-makers should pay greater attention to the range of literacy practices children engage with and how they contribute to their literacy learning.
KW - Literacy practices
KW - classroom ethnography
KW - Catholic religion
KW - religious literacies
KW - literacy learning primary school
U2 - 10.1080/17457823.2016.1277773
DO - 10.1080/17457823.2016.1277773
M3 - Journal article
VL - 13
SP - 119
EP - 134
JO - Ethnography and Education
JF - Ethnography and Education
SN - 1745-7823
IS - 1
ER -