Abstract
The Literacy Policy Project examines the trends in UK government policy interventions into literacy curriculum and pedagogies in schools in England. We undertake a policy scholarship methodology to read policy texts through a conceptual framework that frames policy interventions with functional, realist or socially critical purposes. We identify how successive UK governments have primarily adopted functional policies and research relating to literacy in schools in England. We argue that policy is dictated by, and serves, a growing marketplace for educational solutions, making the case that more prominence should be given to facilitating socially critical approaches to literacy policy.
Highlights
This article reports on research from the Literacy Policy Project
Policy texts produced by successive UK governments for reform to schools in England were investigated regarding the purposes and practices of literacy policy interventions
We report our data by focusing on three cases: (1) the National Literacy Strategy, which we argue paved the way for what followed; (2) the government backing of synthetic phonics; and (3) the âwhat worksâ agenda
Summary
This article reports on research from the Literacy Policy Project. Policy texts produced by successive UK governments for reform to schools in England were investigated regarding the purposes and practices of literacy policy interventions. Schools: Achieving success (White Paper) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/ attachment_data/file/355105/Schools_Achieving_Success.pdf. Schools: Building on success (Green Paper) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/ attachment_data/file/250873/5050.pdf. Education and Skills Select Committee: Teaching Children to Read: Eighth report of session 2004â05 https://publications.parliament.uk/pa/cm200405/cmselect/cmeduski/121/121.pdf. Schools and Families Select Committee: National Curriculum: Fourth report of session 2008â09 https://publications.parliament.uk/pa/cm200809/cmselect/cmchilsch/344/344i.pdf. Liberal Democrats: Equity and Excellence: Policies for 5â19 education in Englandâs schools and colleges www.educationengland.org.uk/documents/pdfs/2009-libdems-policy-paper-89.pdf. 2009 New Opportunities: Fair chances for the future (White Paper) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/ attachment_data/file/228532/7533.pdf. 2014 The National Curriculum in England: Framework document https://assets.publishing.service.gov.uk/government/uploads/system/uploads/ attachment_data/file/381344/Master_final_national_curriculum_28_Nov.pdf. 2016 National Curriculum Assessments at Key Stage 2 in England, 2016 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/ attachment_data/file/549432/SFR39_2016_text.pdf. 2016 Department for Education: Educational Excellence Everywhere https://assets.publishing.service.gov.uk/government/uploads/system/uploads/ attachment_data/file/508447/Educational_Excellence_Everywhere.pdf âGovernment drive to help more children become confident readersâ (Government announcement of âphonics roadshowsâ to share best practice.) www.gov.uk/government/news/government-drive-to-help-more-children-becomeconfident-readers. The conceptual framework is based on the work of Raffo et al (2010) and Raffo and Gunter (2008), and developed in Gunter et al (2013, 2015), in which three main approaches to research have been identified: functional, realist and socially critical (see Table 2)
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