Reviewed by Marian Whitehead, language and early years consultant
This is a challenging theoretical work, but one that could be of great significance and support for early years teachers. It is a North American and UK collaboration and most of the practitioners featured in the classroom case studies are also doctoral students. However, the theories discussed here are strongly oriented towards classroom practice. Some judicious dipping into the text will introduce readers to the pre-school children (Canada) who used critical literacy to tackle the problems faced by young vegetarians at school barbecues (Chapter 3). And I particularly enjoyed being in the classroom literacy workshop with 'marvellous Mrs Maier' and her six- and seven-year-olds (Chapter 5).
The book presents four contemporary literacy models, or frameworks, that can expand teachers' thinking about what might be possible in classrooms.
The authors conclude that these complex theories about literacy in cultures, politics and history have the potential to counteract the narrow deficit models now being imposed on children and teachers in North America and the UK.
