Literacy development and normative fantasies: What can be learnt from watching students over time?

Year: 2001

Author: Camber, Barbara

Type of paper: Abstract refereed

Longitudinal case study research is labour intensive, demanding on relationships and perilous in its extended journey. It's also potentially rich in terms of generating new insights and questions. In this session of the symposium I'll consider how the longitudinal studies elicit fundamental doubts about discourses of normative literacy development, but also and at the same time raise complex dilemmas about questions of unequal outcomes. These studies begin to demonstrate the very great differences in the literacies to which Australian children have access at home and at school and the contrastive ways in which different children take up what is on offer.