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.