This thesis ‘opens up’ an exploration of the relationship between identity and achievement in reading, taking as its focus a case study of 16 – 19 year olds studying at Black Country further education colleges. As a group Black Country young people are often characterised through quantitative measurement, league tables and inspection reports, as underachieving in ‘schooled’ literacy. Drawing on a range of theoretical perspectives from Bourdieu, Bernstein and Foucault this project seeks to explore, problematize and challenge these representations offering a more dynamic account of young people’s engagement with textual experience that is grounded in young people’s own accounts of their experience of their out of school literacies. At the same I offer a critically reflexive account of the process of researching and representing research and attempt to achieve homology between the theoretical perspectives I put to use in my analysis and the practices of writing a PhD. I aim to present a reflexive piece of work that explores the situatedness of the PhD, and its authoring, as product and process.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:563934 |
| Date | January 2005 |
| Creators | Kendall, Alexandra Clair |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/3840/ |
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