New urban terrains : literacies, world kids, and teachers
Dooley, Karen T., Kapitzke, Cushla, & Luke, Carmen (2007) New urban terrains : literacies, world kids, and teachers. In Pink, William T. & Noblit, George W. (Eds.) International handbook of urban education. Springer, Dordrecht, pp. 381-394.
Literacy is a long-established focus of urban education. Given the populations of migrants, refugees and transient populations of industrialized Western cities, it is a target that has been understood historically in terms of linguistic and cultural difference, as well as poverty. In Australian educational research and policy over the last three decades, there been an ongoing recognition not only of links between poverty and educational outcomes, but also of schools' failure to serve aspirations of migrant and refugee families of non-English-speaking background concentrated in industrialized cities such as Sydney, Melbourne, Wollongong and Newcastle (Cahill, 1996; see Blackmore, 2007). Today, literacy achievement of urban populations is again a focal point of considerable public and media debate, which although appearing to focus on issues of curriculum and instruction, readily turns to debates over declining morality, deterioration of cultural values and national traditions. Yet, questions about the impact of new media technologies on youth culture, and implications for conceptualizations of school literacy education are at the core of contention in Australian educational development and public debate. These questions have generated increasing research activity in the last decade, with several major federally funded projects into youth literacies, new technologies, social identity and educational issues (Alloway, Freebody, Gilbert, & Muspratt, 2002; Department of Science, Education and Training, 2002a, 2002b; Hill, Louden, & Reid, 2002; Louden et al., 2000; Luke et al., 2002). However, ongoing work is required because the rapid development and dissemination of new communication and information technologies into communities has serious ramifications for social relations, work, and youth cultures.
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|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author.|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Creative Industries Faculty
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2007 Springer|
|Deposited On:||16 Oct 2008|
|Last Modified:||29 Feb 2012 23:36|
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