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Constituting the teacher of reading in contemporary Australian literacy debates

Comber, Barbara & Cormack, Phil (2007) Constituting the teacher of reading in contemporary Australian literacy debates. In Openshaw, R. & Soler, J. (Eds.) Reading Across International Boundaries : History, Policy, and Politics. Information Age Publishing, Greenwich, CT, pp. 87-110.

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    Abstract

    This chapter documents the history of the National Inquiry into the Teaching of Literacy and the subsequent fate of the figure of the teacher, in terms of how the inquiry has acted to background the teacher and bring new figures into prominence. The classroom teacher is being moved out of a central role of authority in literacy education, in spite of claims about the importance of the teacher in parts of the report. Authority is now being placed in the figure of the scientific researcher who decides what the best techniques are, and develops diagnostic tools that the teacher must use in order to decide which of the techniques to apply. Specialist literacy teachers, well “trained”by these experts, are needed to ensure that teachers do what the experts recommend (evidence-based practice). Thus, the classroom literacy teacher becomes a cipher for applying expertly designed techniques and tests.

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    ID Code: 41397
    Item Type: Book Chapter
    Additional URLs:
    Keywords: Literacy, Policy, National Inquiry into the Teaching of Literacy, Teachers
    ISBN: 9781593116644
    Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
    Divisions: Current > Research Centres > Office of Education Research
    Current > QUT Faculties and Divisions > Faculty of Education
    Past > Schools > School of Cultural & Language Studies in Education
    Copyright Owner: Copyright 2007 Information Age Publishing
    Deposited On: 04 May 2011 09:40
    Last Modified: 12 Aug 2011 03:04

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