@phdthesis{discovery10021528,
            note = {Unpublished},
           title = {Literate practices and the production of children: psychological and pre-psychological discourses.},
            year = {1994},
          school = {Institute of Education, University of London},
        keywords = {Reading,Child development,Learning style,Developmental psychology,Literacy,Teacher pupil relations},
        abstract = {This thesis examines discourses around reading and reading
instruction, with particular reference to children. The argument
is that literate practices are crucially involved in the formation
of that child. Psychology, when it establishes itself as the
science which has the measure of the individual, becomes
intertwined with literate practices and illuminates the relation
between reading and the child in a new way. This thesis suggests
that to understand the interrelations between reading, psychology
and the child in our culture, one must pay attention to problems
connected with the government of that culture, and, more
specifically, to what Foucault has termed `governmentality'.
Nowadays, literate practices are fundamental to the
construction of citizens fit to take their place in society; this
has not always been so. This thesis writes a genealogy of how a
cognitive maximisation of literacy skills became a social
imperative. It examines a series of crucial historical moments in
this transformation.
First, a set of reorganisations in the philological world in
the middle of the eighteenth century enable the reader to become,
for the first time, a problem.
Second, the nineteenth-century reappraisal of the transformative effects of education makes literacy for the lower
orders desirable. Experiments in techniques of schooling allow
for the formation of certain sorts of individuals. The thesis
examines these processes of formation and analyses the
contemporaneous reorganisation of the teacher-pupil
relationship.
Third, the beginning of our century sees psychology take an
interest in literacy and the child. Psychology colonises such
discursive processes and provides techniques for making new
aspects of the literate child visible. The child is scientifically
made subject to a set of practices which aim to calculate and
administer.},
             url = {https://discovery.ucl.ac.uk/id/eprint/10021528/},
          author = {Kendall, Gavin Patrick.}
}