Thesis

Uncovering power, access and belonging: mixed methods case studies of learners’ perspectives of reading interventions at transition in a Scottish secondary school

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Awarding institution
  • University of Strathclyde
Date of award
  • 2025
Thesis identifier
  • T17329
Person Identifier (Local)
  • 201562395
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Department, School or Faculty
Abstract
  • Six children in a Scottish secondary school were asked about their experiences of three literacy interventions offered at the beginning of their secondary school career. The aim of this project was to ascertain the degree to which these interventions had an impact on participants’ cognitive knowledge and skills, identity and agency, and social and cultural capital. The theoretical framework for this project is rooted in Pierre Bourdieu’s theory of cultural and social capital (1973) and in the Strathclyde Three Domains Tool (Ellis & Smith 2017). The project adopted a mixed methods case study approach. A constructivist stance was taken for data analysis and participants’ responses were analysed in terms of power, access and belonging. Results show that each intervention offered different affordances as positive transition experiences. The project suggests that well-designed literacy interventions have the potential to play a positive, supportive role in the transition of children from primary to secondary school in Scotland and recommends that further investigation takes place into interventions that endeavour to support children to develop as readers with regards to not only cognitive knowledge and skills but which also address their identity and agency and their cultural and social capital.
Advisor / supervisor
  • Mevawalla, Zinnia, 1988-
  • Govender, Navan
Resource Type
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