All Outputs (2)

Inequitable interventions and paradoxical pedagogies: how mothers are ‘taught’ to support their children's literacy development in early childhood (2019)
Journal Article
Smith, H. V. (2019). Inequitable interventions and paradoxical pedagogies: how mothers are ‘taught’ to support their children's literacy development in early childhood. European Early Childhood Education Research Journal, 27(5), 1-13. https://doi.org/10.1080/1350293x.2019.1651971

At a time when neo-liberal policy agenda are resulting in many public services being taken away from families with young children, this paper draws on Basil Bernstein’s concepts of visible and invisible pedagogies to reveal how mothers receive ‘suppo... Read More about Inequitable interventions and paradoxical pedagogies: how mothers are ‘taught’ to support their children's literacy development in early childhood.

Cooking the books: what counts as literacy for young children in a public library? (2017)
Journal Article
Smith, H. V. (2018). Cooking the books: what counts as literacy for young children in a public library?. Literacy, 52(1), 31-38. doi:10.1111/lit.12121

At a time when government funding cuts mean that public libraries face an uncertain future and need to make sure they stay relevant to young users and their families, this paper explores what counts as literacy for young children in a public library... Read More about Cooking the books: what counts as literacy for young children in a public library?.