School of Education, Communication and Language Sciences

Event Items

Professor Teresa Cremin, Education Research Seminar Series

Exploring Reading for Pleasure. Practices: pedagogies of poverty or opportunity?

Date/Time: Thursday 9th May, 2019, 1-2pm

Venue: KGVI 1.71a

All Newcastle University staff and students welcome 
Reading for pleasure (RfP) pedagogy has the potential to help tackle persistent educational inequalities and disrupt ‘pedagogy of poverty’ in low socio-economic schools (SES) enabling children to reap the cognitive, wellbeing and social benefits of RfP. Social interaction and agency as readers are central to RfP and have been found to be particularly constrained by pedagogy common in low SES schools in the US, Australia and England. Drawing on two research studies, Teachers as Readers and Struggling Boy Readers, I will examine how pedagogy for RfP is instantiated in English primary schools and explore the challenges and opportunities involved. The salience of teachers’ own understandings of reading and the effects of this on their pedagogy and children’s volition and engagement as readers will be explored. An argument will be made that to engage children in RfP, to enable them to reap the benefits and disrupt ‘pedagogy of poverty’ in low SES schools, teachers need to reconceptualise reading, moving from a con-strained notion of reading as cognitive proficiency, to a richer understanding of reading as social and re-lational, and align their RfP pedagogy accordingly.
Biographical note
Teresa Cremin is Professor of Education (Literacy) at The Open University. Her sociocultural research focuses mainly on teachers’ literate identities and practices, volitional reading and writing and creative pedagogical practice. Her research is frequently co-participative, involving teachers as researchers both in schools and children’s homes. A Fellow of the English Association, the Academy of Social Sciences, and the Royal Society of the Arts, Teresa is also a member of the ESRC Peer Review College, Trustee of the UK Literacy Association and chair of the Advisory Group of the Paul Hamlyn Foundation Teacher Development in the Arts Fund. Teresa has written and edited nearly 30 books and numerous papers, forthcoming is Experiencing Reading for Pleasure in the Digital Age (with N. Kucirkova, Sage, 2019). Previous examples include Writer Identity and the Teaching and Learning of Writing; Storytelling in Early Childhood: Enriching Language, Literacy and Culture, (Routledge, 2017, edited collections); Researching Literacy Lives (2015); and Building Communities of Engaged Readers (2014). Teresa’s research into vo-litional reading is shared on a professional user-community website. The site supports over 80 OU/UKLA Teachers’ Reading Groups and 23 HEIs partnerships across the country in order to enable the develop-ment of children’s (and teachers’) reading for pleasure.