Innes, M.;
Gunter, H.M.;
Armstrong, P.;
(2021)
Researching literacy policy: Conceptualizing trends in the field.
London Review of Education
, 19
(1)
pp. 1-15.
10.14324/LRE.19.1.21.
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Abstract
The Literacy Policy Project examines the trends in UK government policy interventions into literacy curriculum and pedagogies in schools in England. We undertake a policy scholarship methodology to read policy texts through a conceptual framework that frames policy interventions with functional, realist or socially critical purposes. We identify how successive UK governments have primarily adopted functional policies and research relating to literacy in schools in England. We argue that policy is dictated by, and serves, a growing marketplace for educational solutions, making the case that more prominence should be given to facilitating socially critical approaches to literacy policy.
| Type: | Article |
|---|---|
| Title: | Researching literacy policy: Conceptualizing trends in the field |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.19.1.21 |
| Publisher version: | https://doi.org/10.14324/LRE.19.1.21 |
| Language: | English |
| Additional information: | © 2021 Innes, Gunter and Armstrong. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original authors and source are credited. |
| Keywords: | literacy, policy, intervention, functional, critical, socially critical |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10132600 |
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