Eve Gregory
Biographic Data
| ID | 3656759 |
|---|---|
| NAME | Eve Gregory |
| GIVEN NAMES | Eve |
| FAMILY NAME | Gregory |
| SIGNATURE | GREGORY E |
| AFFILIATIONS | Goldsmiths University of London |
| VERIFIED | No |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 4 |
One Child, Many Worlds
Divine games and rituals
This paper contributes to our understanding of how siblings in diasporic settings teach and learn from each other through their faith play. It draws upon data from a longitudinal ethnographic study (2009–2013) exploring how children become literate through faith activities across four communities in London. The longitudinal study examines children's emerging faith literacies, focusing on ways in which they are socialised into their faith at the s…
Practice, performance and perfection
In this article we examine the role played by one key sacred text in children's learning in four faith communities in London (Bangladeshi British Muslim, Tamil Hindu, Ghanaian Pentecostal and Polish Catholic). After situating the study within a sociocultural framework, we show how collaborative ethnography offers insights into how children begin to make collective memories their own in a new country. We focus particularly on the importance of pra…
Teaching Literacy
There can be few issues as contentious as the teaching of literacy in Western societies.
Translating Faith
This article presents research from a collaborative ethnography in four faith settings in London, UK. In particular, we show how a group of researchers from diverse cultures teach and learn from each other through the use of field narratives. After outlining a sociocultural approach to learning and discussing how faith situates itself within this frame, we show ways in which field narratives provide a bridge between the past, present and future o…
The ‘insider/outsider’ dilemma of ethnography
In this article we unravel the difficulty of being researchers in the homes and classrooms of children and their families whose origins are, for one of us, very different and, for the other, very similar to our own. We first situate our work within theories of early socialization and literacy teaching which underpin our understanding of how young children in cross-cultural contexts learn. We then turn to the question of working with the families …
Transliteration as a bridge to learning for bilingual children
This paper examines how transliteration can be used as a bridge to learning for children who are studying more than one script. The focus is on second and third generation British Bangladeshi children aged 7–11, attending London primary schools and learning to write in Bengali at community-run after-school classes. An action research project explored how Bengali could be used as well as English to enhance learning at mainstream schools. Translite…
Bilingual Learning for Second and Third Generation Children
Throughout the English-speaking world, children from bilingual backgrounds are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. Second and third generation children, in particular, are assumed to be learning sufficiently through English only. This study investigated how British Bangladeshi children, learning Bengali in after-school classes but mostly more fluent in English than in their …
Intergenerational learning between children and grandparents in east London
This study investigates the learning exchange between three— to six-year-old children and their grandparents, in Sylheti/Bengali-speaking families of Bangladeshi origin and monolingual English-speaking families living in east London. The following concepts from sociocultural theory are applied to this new area of intergenerational learning: `scaffolding', `synergy' leading to mutual benefits for the young child and their caregiver, `syncretizing'…
Many Pathways to Literacy
Many Ways of Knowing
Throughout the twentieth and into the twenty-first century we have been led to believe that there is an inevitable link between poverty and early literacy and learning difficulties, and since the end of World War II, poverty has been translated into notions of cognitive or linguistic deficit. Teachers have turned to 'experts', often academics or those responsible for official education reports, for solutions. Each decade has brought a different g…
Work or play? ‘Unofficial’ literacies in the lives of two East London communities
Home to School and School to Home
This paper argues for the need to move beyond the paradigm of parental involvement in children's early literacy through story-reading practice, which presently informs home/school reading programmes, to consider a wider framework for family and community involvement. The first part of the paper examines the literature informing the current model showing the marked absence of studies on the different literacypractices in which children from new im…
Myths of Illiteracy
In late 20th century Britain, a paradigm of early literacy prevails within which the home "story-reading" experience — providing "enjoyment", "pleasure, " or "fun" to parent and child — is seen as an essential prerequisite for later school success. When children's reading expeňences do not fall within this paradigm, their knowledge about literacy remains invisible in the classroom. However, the findings in this paper belie the popular image that …
Cultural assumptions and early years’ pedagogy
This paper examines the contrasting interpretations of reading brought by young children of Bangladeshi origin and their teachers into school and the implications of these differences for teaching and learning. The author begins by questioning the universal relevance of western school‐oriented paradigms on how reading is learned and the role of the caregiver as mediator and opposes these with a model of literacy drawn from non‐western and non‐sch…
What counts as reading in the early years' classroom
In this paper, the nature of learning to participate in reading lessons in one classroom during the first year of school is examined. The joint research approaches of ethnography and ethnomethodology are used to investigate how interactions are negotiated between teacher and child during lessons and why individuals negotiate the way they do. Data comprise audiotapes of a series of reading lessons given to both groups and individual children and i…
Intergenerational learning between children and grandparents in east London
This study investigates the learning exchange between three— to six-year-old children and their grandparents, in Sylheti/Bengali-speaking families of Bangladeshi origin and monolingual English-speaking families living in east London. The following concepts from sociocultural theory are applied to this new area of intergenerational learning: `scaffolding', `synergy' leading to mutual benefits for the young child and their caregiver, `syncretizing'…
The ‘insider/outsider’ dilemma of ethnography
In this article we unravel the difficulty of being researchers in the homes and classrooms of children and their families whose origins are, for one of us, very different and, for the other, very similar to our own. We first situate our work within theories of early socialization and literacy teaching which underpin our understanding of how young children in cross-cultural contexts learn. We then turn to the question of working with the families …
Home to School and School to Home
This paper argues for the need to move beyond the paradigm of parental involvement in children's early literacy through story-reading practice, which presently informs home/school reading programmes, to consider a wider framework for family and community involvement. The first part of the paper examines the literature informing the current model showing the marked absence of studies on the different literacypractices in which children from new im…
Cultural assumptions and early years’ pedagogy
This paper examines the contrasting interpretations of reading brought by young children of Bangladeshi origin and their teachers into school and the implications of these differences for teaching and learning. The author begins by questioning the universal relevance of western school‐oriented paradigms on how reading is learned and the role of the caregiver as mediator and opposes these with a model of literacy drawn from non‐western and non‐sch…
Practice, performance and perfection
In this article we examine the role played by one key sacred text in children's learning in four faith communities in London (Bangladeshi British Muslim, Tamil Hindu, Ghanaian Pentecostal and Polish Catholic). After situating the study within a sociocultural framework, we show how collaborative ethnography offers insights into how children begin to make collective memories their own in a new country. We focus particularly on the importance of pra…
Translating Faith
This article presents research from a collaborative ethnography in four faith settings in London, UK. In particular, we show how a group of researchers from diverse cultures teach and learn from each other through the use of field narratives. After outlining a sociocultural approach to learning and discussing how faith situates itself within this frame, we show ways in which field narratives provide a bridge between the past, present and future o…
Bilingual Learning for Second and Third Generation Children
Throughout the English-speaking world, children from bilingual backgrounds are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. Second and third generation children, in particular, are assumed to be learning sufficiently through English only. This study investigated how British Bangladeshi children, learning Bengali in after-school classes but mostly more fluent in English than in their …
What counts as reading in the early years' classroom
In this paper, the nature of learning to participate in reading lessons in one classroom during the first year of school is examined. The joint research approaches of ethnography and ethnomethodology are used to investigate how interactions are negotiated between teacher and child during lessons and why individuals negotiate the way they do. Data comprise audiotapes of a series of reading lessons given to both groups and individual children and i…
What counts as reading in the early years' classroom
In this paper, the nature of learning to participate in reading lessons in one classroom during the first year of school is examined. The joint research approaches of ethnography and ethnomethodology are used to investigate how interactions are negotiated between teacher and child during lessons and why individuals negotiate the way they do. Data comprise audiotapes of a series of reading lessons given to both groups and individual children and i…
Cultural assumptions and early years’ pedagogy
This paper examines the contrasting interpretations of reading brought by young children of Bangladeshi origin and their teachers into school and the implications of these differences for teaching and learning. The author begins by questioning the universal relevance of western school‐oriented paradigms on how reading is learned and the role of the caregiver as mediator and opposes these with a model of literacy drawn from non‐western and non‐sch…
Myths of Illiteracy
In late 20th century Britain, a paradigm of early literacy prevails within which the home "story-reading" experience — providing "enjoyment", "pleasure, " or "fun" to parent and child — is seen as an essential prerequisite for later school success. When children's reading expeňences do not fall within this paradigm, their knowledge about literacy remains invisible in the classroom. However, the findings in this paper belie the popular image that …
Work or play? ‘Unofficial’ literacies in the lives of two East London communities
Home to School and School to Home
This paper argues for the need to move beyond the paradigm of parental involvement in children's early literacy through story-reading practice, which presently informs home/school reading programmes, to consider a wider framework for family and community involvement. The first part of the paper examines the literature informing the current model showing the marked absence of studies on the different literacypractices in which children from new im…
Many Ways of Knowing
Throughout the twentieth and into the twenty-first century we have been led to believe that there is an inevitable link between poverty and early literacy and learning difficulties, and since the end of World War II, poverty has been translated into notions of cognitive or linguistic deficit. Teachers have turned to 'experts', often academics or those responsible for official education reports, for solutions. Each decade has brought a different g…
Many Pathways to Literacy
Intergenerational learning between children and grandparents in east London
This study investigates the learning exchange between three— to six-year-old children and their grandparents, in Sylheti/Bengali-speaking families of Bangladeshi origin and monolingual English-speaking families living in east London. The following concepts from sociocultural theory are applied to this new area of intergenerational learning: `scaffolding', `synergy' leading to mutual benefits for the young child and their caregiver, `syncretizing'…
Bilingual Learning for Second and Third Generation Children
Throughout the English-speaking world, children from bilingual backgrounds are being educated in mainstream classrooms where they have little or no opportunity to use their mother tongue. Second and third generation children, in particular, are assumed to be learning sufficiently through English only. This study investigated how British Bangladeshi children, learning Bengali in after-school classes but mostly more fluent in English than in their …
Transliteration as a bridge to learning for bilingual children
This paper examines how transliteration can be used as a bridge to learning for children who are studying more than one script. The focus is on second and third generation British Bangladeshi children aged 7–11, attending London primary schools and learning to write in Bengali at community-run after-school classes. An action research project explored how Bengali could be used as well as English to enhance learning at mainstream schools. Translite…
The ‘insider/outsider’ dilemma of ethnography
In this article we unravel the difficulty of being researchers in the homes and classrooms of children and their families whose origins are, for one of us, very different and, for the other, very similar to our own. We first situate our work within theories of early socialization and literacy teaching which underpin our understanding of how young children in cross-cultural contexts learn. We then turn to the question of working with the families …
Teaching Literacy
There can be few issues as contentious as the teaching of literacy in Western societies.
Translating Faith
This article presents research from a collaborative ethnography in four faith settings in London, UK. In particular, we show how a group of researchers from diverse cultures teach and learn from each other through the use of field narratives. After outlining a sociocultural approach to learning and discussing how faith situates itself within this frame, we show ways in which field narratives provide a bridge between the past, present and future o…
Practice, performance and perfection
In this article we examine the role played by one key sacred text in children's learning in four faith communities in London (Bangladeshi British Muslim, Tamil Hindu, Ghanaian Pentecostal and Polish Catholic). After situating the study within a sociocultural framework, we show how collaborative ethnography offers insights into how children begin to make collective memories their own in a new country. We focus particularly on the importance of pra…
Divine games and rituals
This paper contributes to our understanding of how siblings in diasporic settings teach and learn from each other through their faith play. It draws upon data from a longitudinal ethnographic study (2009–2013) exploring how children become literate through faith activities across four communities in London. The longitudinal study examines children's emerging faith literacies, focusing on ways in which they are socialised into their faith at the s…
One Child, Many Worlds
Pedagogy (12 works) · Sociology (12 works) · Psychology (11 works) · Literacy (8 works) · Multilingual Education and Policy (7 works) · Linguistics (6 works) · Mathematics education (5 works) · Political science (5 works) · Anthropology (4 works) · Computer Science (4 works)