Moss, PJG;
(2018)
Reframing the discourse: Ethnography, Bernstein and the distribution of reading attainment by gender.
European Educational Research Journal
, 17
(4)
pp. 528-538.
10.1177/1474904117740112.
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Abstract
This paper has two aims: to introduce readers to Bernstein’s concept of languages of description, interpreted through the lens of ethnography; and to demonstrate the value of this approach to theory-making by showing how a qualitative study conducted on these principles led to new explanations for gender differences in literacy attainment that can be tested using PISA data.
| Type: | Article |
|---|---|
| Title: | Reframing the discourse: Ethnography, Bernstein and the distribution of reading attainment by gender |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/1474904117740112 |
| Publisher version: | http://doi.org/10.1177/1474904117740112 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Literacy, gender, ethnography, Bernstein, sociology of education |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10041430 |
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