Abstract
AbstractDrawing on a recent ESRC‐funded research project,1 this paper will explore some of the contradictory structural features of the National Literacy Strategy (NLS), which have helped shape its evolution over time, and reflect on some of the tension points which have arisen at different levels of implementation as the Strategy unfolds. In the process, the paper will consider NLS not so much as a neutral means of transferring ‘what works’ from one site to another, but rather as itself constituting a new social context in which literacy teaching and learning take place. It will pay particular attention to the new pace of teaching that NLS has ushered in and the way in which this is driven by the kind of planning regime that NLS introduced.
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