Abstract
This paper considers primary school texts as resources for teaching reading and as children's literature, applying principles of close reading and New Historicism theory to explore the effects on texts of changing social, political, and pedagogical contexts in the twentieth century. Particular issues discussed are predominant themes and ideologies, narrative technique, representations of systems of authority and control, the positioning of the child reader, and the relationship of the text to curriculum and the teaching of reading. There will be a focus on the School Journal, as New Zealand's longest running periodical, an apt illustration of contextual change.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
