Pedagogy for reading for pleasure in low socio‐economic primary schools: beyond ‘pedagogy of poverty’?

New research findings are presented in this paper, responding to a significant knowledge gap about the role of pedagogy in tackling persistent educational inequalities. The paper examines the potential of reading for pleasure (RfP) pedagogy to disrupt ‘pedagogy of poverty’ in low socio‐economic (SES) schools and to enable children to reap the cognitive, well‐being and social benefits of RfP. Children's volition and social interaction as readers are central to RfP and have been found to be particularly constrained by pedagogy common in low SES schools in the United States, Australia and England. The research examined how pedagogy for RfP was instantiated in four low SES English primary schools to understand how this potential might be realised and its effects on children's engagement with RfP. The schools were selected because they had invested in RfP, yet the study found their RfP pedagogies did not in practice support children's volition and engagement because teachers' understandings of reading focused upon proficiency. Such teachers need to reconceptualise reading as social and volitional to underpin RfP pedagogies. The paper provides new insight into the challenges of developing genuine RfP pedagogy and other pedagogies that profile volition and active engagement with learning in low SES schools.