Ade-Ojo, Gordon ORCID: https://orcid.org/0000-0002-1098-0765 (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. In: 7th International Conference Comparative Education and Teacher Training, 29 Jun - 03 Jul 2009, Sofia and Tryavna, Bulgaria. (Unpublished)

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Item Type:	Conference or Conference Paper (Paper)
Additional Information:	[1] Invited to present paper at 7th International Conference: Comparative Education and Teacher Training, organized by the Bulgarian Comparative Education Society, held 29 June - 3 July 2009, Sofia and Tryavna, Bulgaria. [2] Presnted on 1st July under "Thematic Section 4 Higher Education, Lifelong Learning and Social Inclusion" [3] Paper also published as: Ade-Ojo, Gordon O. (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. In: Occasional Papers in Education and Lifelong Learning: an international journal. Middlesex University, London, UK, pp. 95-112. ISBN 978-1-85924-246-9 (see also - http://gala.gre.ac.uk/1759/). The paper was also published under the same title - Ade-Ojo, Gordon O. (2009) Socialising young literacy learners into a discourse of failure: dominant discourses in literacy teaching and assessment and their impact on the progression of young literacy learners into employment. Occasional papers in education and lifelong learning, 3 (1-2). pp. 101-117. ISSN 1755-6902.
Uncontrolled Keywords:	young learners, literacy, teaching, employment skills
Subjects:	L Education > LB Theory and practice of education L Education > LC Special aspects of education
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > School of Education (EDU)
Related URLs:	Organisation Organisation
Last Modified:	06 Oct 2021 15:54
URI:	http://gala.gre.ac.uk/id/eprint/3267

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