TOWARDS A CRITICAL SOCIOLOGY OF READING PEDAGOGY PAPERS OF THE XII WORLD CONGRESS ON READING -- Editorial page -- Title page -- Copyright page -- Acknowledgements -- Table of contents -- List of Contributors -- Towards a Critical Sociology of Reading Pedagogy: An Introduction -- References -- I. The Politics of Pedagogy -- Chapter 1. The Political Economy of Reading Instruction -- The Great Debate Reconsidered -- The Political Economy of School Knowledge and the Institutional Construction of Literacy -- Reading Skills as Standardised Commodities -- The Politics of Personal Development -- The Production of the Reader -- Notes -- References -- Chapter 2. Writing Pedagogy: Personal Voices, Truth Telling and'Real' Texts -- The Writer -- Speaking, Writing, Authoring -- Personal Voice -- The Text -- Personal Texts -- Telling Truths and Writing Spontaneously -- Drafting, Rewriting, Revising -- Real Texts -- The Reader -- Reading Practices -- The Needs of the Reader: "Real" Reading -- Conclusion -- Notes -- References -- Chapter 3. Learning the Literature Lesson: The Limits of the Aesthetic Personality -- The Devil's Work -- Adherents -- Critics -- The Subject -- Politics -- Operative Criticism -- The Literature Lesson -- Limits of the Aesthetic Personality -- Conclusion: Aspiring to the Mundane -- Notes -- References -- Chapter 4. Literacy: A Social Skill -- Introduction: Text, Context, Social Control -- The Decontextualisation of Text Production -- The Context of Literacy -- Text in Context: Social Control -- Latter-Day Literacy? -- Conclusion -- Notes -- References -- II. Reading in Classrooms -- Chapter 5. A Situated Perspective on What Counts as Reading -- Objectivism -- Reading Theory Differences -- What the Differences Show -- Selective Abstraction -- Normal Acts -- Flaws -- Shift -- Particularism -- Acculturation.

What Counts as Reading, Criterially -- What Counts as Reading, Procedurally -- Studying What Counts as Reading, Procedurally -- Insights -- Conclusion: Guiding Practice -- Notes -- References -- Chapter 6. The Embeddedness of Reading In Classroom Life: Reading as a Situated Process -- Defining a Situated Perspective -- Defining Culture: Framing the Situated Perspective -- Exploring Reading in the Everyday Actions of Classroom Life -- Interactions in Classrooms -- Exploring Talk as a Means of Locating and Defining Reading -- Cycles of Activity -- Intertextuality -- Concluding Observations about Reading in Classroom Contexts -- Notes -- References -- Chapter 7. Literacy Practices and Social Relations in Classroom Reading Events -- What Counts as Reading in Classrooms -- Transcripts of Reading Events: Materials for a Sociology of Reading Pedagogy -- Literacy Practices and Social Relations in Classroom Reading Events -- Talking Culture -- Talking School Culture -- The Child in and for School-Literacy -- Questions and Answers, Knowledge and Control -- Situated Characterisations of Classroom Reading -- Conclusion: Literacy as Cultural Practice -- Notes -- References -- III. Reconstructing Theory -- Chapter 8. readings -- Preamble -- Reading Has No Soul -- Mentalism: Limiting the Rule for Reading -- Notes Towards a Political Semiotics of Reading-in-the-Classroom -- References -- Chapter 9. Reading 'readings': Towards a Postmodernist Reading Pedagogy -- Reading Pedagogy and Postmodernism -- Rethinking 'Context' -- On 'Thirdness': Introducing The Social -- Reading and Social Practice -- Reading and Subjectivity -- The Other Side: On 'Natural' Reading Pedagogies -- Conclusion -- Notes -- References -- IV. Reading the Social -- Chapter 10. Remarks on Cognitive-Psychological and Critical-Sociological Accounts of Reading -- The Reading-Comprehension Experiment.

Closed Equations -- Describing Reading: Theorising -- Describing Reading: Practices -- Implications: Privatising Knowledge and Culture -- Reconsidering Research -- References -- Chapter 11. Discourses and Practices: A Postscript -- Critiques -- Alternatives -- Reading Pedgagogy as Discourse Critique -- Notes -- References -- Author Index -- Subject Index.