I Would Like to See How They Got Poor and See What It's Like to Be Poor”

An Analysis of Young Children's Responses to a Critical Literacy Text About Poverty

Bibliographic Data

ID12455121
AuthorsJudith A Chafel (Indiana University Bloomington, corresponding author), Carin Neitzel (0000-0002-7519-7667, University of Tennessee at Knoxville)
Year2012
Volume16
Issue2
Pages147-170
Publication date2012-04-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Poverty (JOURNAL)
Journal identifiersISSN: 1087-5549 • E-ISSN: 1540-7608
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10875549.2012.667058
OpenAlexW2023883115
LanguageEN
Citations received2
References cited32

Sixty-four 8-year-old children listened to a reading of a critical literacy text about poverty and then responded to interview questions about the story. The content on which the children focused their attention, the processes that they employed to engage with the text, and the particular stance(s) taken varied significantly by ecological setting or socioeconomic status for some categories of response. These findings are consistent with Rosenblatt's (1994) Rosenblatt, L. 1994. The reader, the text, the poem: The transactional theory of the literary work, Carbondale, IL: Southern Illinois University Press. [Google Scholar] theory and have important implications for practice. Mindful of variations in response, practitioners can become more sensitive to children's constructed meanings about poverty and scaffold accordingly

Critical discourse analysis · Critical literacy · Economic growth · Economics · Literacy · Pedagogy · Political science · Politics · Poverty · Sociology · Child Development and Digital Technology · Early Childhood Education and Development · Gender Studies · Psychology · Teacher Education and Leadership Studies

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