This article reports on case study research of seven- and eight-year-old children's
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(1999) definition of discourse and cultural models. Two main differently gendered
discourses about reading were encountered. The one discourse, dominant in the
`working class' classroom, was strongly gendered and afforded reading low status.
The other discourse encountered in the `middle class' classroom was gender-inclusive
and reading carried high status. It is argued that the interaction between social
class and gender is important in understanding children's discourse about reading.
The idea of a classroom meta-discourse is introduced. It is argued that, when
classroom meta-discourse about reading is intense and in opposition to the values
and expectations of preferred school pedagogic practices, under some conditions
children's classroom meta-discourse can influence classroom processes and practices.
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